Purple Moon Theatre

PURPLE MOON THEATREPresents…

THE GREAT AUK

Written By: Leanne Guihot

Directed By: Brian Joyce / Rob Dilley

Dramaturge: Brian Joyce

Set Design: Leanne Guihôt

Set Construction: Rob Dilley

Backdrop painted by: Julie Guihôt

Puppet: Revae Leanne Guihôt

Masks: Rigolo Leanne Guihôt Auk Leanne Guihôt

Actor/Puppeteer: Leanne Guihôt

THE COMPANY 2002/3:

Artistic Director Leanne Guihôt

Admin./Bookings Leanne Guihôt

SPECIAL THANKS:

Rob Dilley, Brian Joyce, Julie Guihôt, Kim Rees, Emily Cammelle,

Teachers Notes written and compiled by Leanne Guihot - BA Grad Dip EdCopyright for notes except where otherwise stated belongs to Leanne Guihot

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01/03/2002

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CONTENTS

Page Description Page No.

Directors’ Note .. .. .. .. 3

List of Characters + Performance Space Requirements .... 4

Scene Synopsis .. .. .. .. 5 - 6

Extinction : THE GREAT AUK .. .. .. 7

What is a Debate? .. .. .. .. 8

Roles in a Debate – Speakers & Chairperson .. ..9

Debating Topics .. .. .. .. 10

Endangered Species - PROJECT .. .. .. 11

Endangered Species – POSTER .. .. .. 12

MASK : The Great Auk .. .. .. 13

MASK TEMPLATE : The Great Auk .. .. .. 14

Extinction: TRUGANINI .. .. .. 15 - 16

Truganini’s Story – IMPROVISATION .. .. .. 17

Truganini’s Story – A BALLAD TO WRITE .. .. 18

POSITIVE THINKING – Music .. .. .. 19

LIFE CYCLES – Drawing .. .. .. 20

DEATH – Storytelling Workshop .. .. .. 21

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DEATH – Diary Entry – Looking at Death .. ..22

DEATH – Diary Entry Sheet .. .. ..23

DIRECTOR’S NOTE

At the grassroots of every culture on Earth lies the tradition of storytelling. In The Great Auk, the art of storytelling is brought to life theatrically.

The idea for The Great Auk, germinated after watching a documentary called “Extinct” which featured the Great Auk. A strange and exotic bird found only on tiny islands in the North Atlantic Ocean, Auks became extinct due to human intervention in the late 19th Century. Inspired, Leanne wanted to explore themes raised such as life & death, human nature – compassion and greed. The notion of being able to use history to inspire learning about ourselves on a most humanistic level proved a very potent tool. On a more lateral level, this show is a springboard for students to explore/debate topics such as:

Extinction – Fauna/Flora : the human impact Extinction – Human : The Aboriginals of Tasmania Life and Death : Cycles/Immortality/Genetic Science Taking the positive spin – finding joy in the simple things in life The magic of human kindness/compassion – a selfless act

The Great Auk is more than a delightful and colourful tale. It has the potential to resonate and percolate in the mind with the view to challenge and provoke an audience to explore the ways in which they view their world.

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Leanne brings years of performing experience to the stage – children will be spellbound. Purple Moon Theatre is very pleased to present, The Great Auk.

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Performance Area (4 x3 M)

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The Great Auk

CHARACTERS:Auk (Masked character) Sea Bird – Ghost

Revae (Puppet) A spirited young girl who has been diagnosed with Leukaemia (her name comes from the French - Rêver : dreamer)

Rigolo,The Great Auk (Masked character) A Clown from the Folie Circus (Circus of Madness)

(his name comes from the French – Rigolo : laugh/comical/fun)

PERFORMANCE SPACE

Area required for performer : 4X3 Metre Floorspace

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Audience (Capacity of

Room)

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SCENE SYNOPSISThis is the story of a little girl named Revae, who is suffering from Leukaemia. Although Revae knows that it is impossible, she dreams of one day joining the circus.

INTRODUCTION

“Welcome” – Leanne Introduces herself + Company + Show – talks briefly about themes and dramatic techniques used in the show.

Scene 1. THE AUK

Movement piece. The ghost of the ancient Auk rises, and tells it’s tragic tale in dance.

Scene 2. RIGOLO’S STORY

Rigolo introduces himself.

Scene 3. ENTER REVAE

Revae sings. We gather that all is not well with her – but we don’t find out what the problem is just yet. We discover that her parents have arranged for a clown to visit her.

Scene 4. AN UNEASY MEETING

Rigolo & Revae meet.

Scene 5. SHARING DREAMS

Revae & Rigolo plot to run off with the circus.

Scene 6. A LESSON IN CARING

Rigolo comes to Revae’s window – they run away together.

Scene 7. LEARNING FROM EACH OTHER

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Revae reveals that she is sick. Rigolo carefully toys out Revae’s true feelings re: her parents.

Scene 8. LIFE IS WHAT YOU MAKE IT

Revae learns that dreams can come true – perhaps not always exactly in the way you have envisioned, but in the way that is right for you. On coming home, Rigolo shows her the surprise that her parents have long prepared for her.

End discussion

Discuss the issues raised by the play Q & A Puppets & Masks – how they were made – how to work them

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Extinction: The Great Auk:

Pinguinus impennis  Extinct      . . . as if God had made the innocence of so poor a creature to become such an admirable instrument for the sustenation of man. Captain Richard Whitbourne 1622 The Great Auk was the last flightless seabird of the Northern Hemisphere. Inhabiting the boreal and low-Arctic regions of the North Atlantic. Large breeding colonies of this, now extinct flightless alcid, penguin-like sea bird once gathered on rocky islands and coasts of the North Atlantic in Canada, Greenland, Iceland, the British Isles, and Scandinavia. A strong swimmer, the great auk wintered as far south as Florida and southern Spain.       Its extermination began with a slaughter for food and bait by local inhabitants, and continued for the bird’s fat and feathers. As the birds became scarce, they were collected for a well-paid trade in skins and eggs, and for museums and private collectors. The last known living pair and one egg were taken in Iceland on Eldey Island in 1844, and the great auk is now represented in collections only by bones, skins, and eggs.   

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The Great Debate

What is a debate? A debate is a verbal contest between two opposing teams. The topic of the debate is expressed as a hypothesis (possible situation/occurrence) for example: “School uniforms should be compulsory.”

The Affirmative team must argue for, or prove the topic being debated.

The Negative team must argue against, or disprove the topic being debated.

Affirmative team speaker 1 goes first, then Negative team speaker 1, followed by the Affirmative team speaker 2,then the Negative team speaker 2, and so on.

Each team consists of 3 speakers.

Roles of the Speakers: THE AFFIRMATIVE TEAMFirst Speaker

Opens the debate Introduces the Affirmative team, states what each member will be

doing Gives Affirmative team’s definition of the topic (either dictionary

definition or personal interpretation) Presents her/his arguments

Second Speaker Rebuts (disproves/finds weaknesses) points made by first Negative

speaker Presents the main part of the teams arguments

Third Speaker Rebuts arguments of Negative team Summarises whole argument of Affirmative team

THE NEGATIVE TEAM

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First Speaker Introduces Negative team, states what each member will be doing Presents their definition of the topic. May agree or disagree with

Affirmative argument. Rebuts or argues against points made by first Affirmative argument Begins argument for Negative team

Second Speaker Rebuts points made by second Affirmative speaker Presents main part of Negative teams argument

Third Speaker Stresses main points of Negative argument (cannot raise any new

points) Rebuts arguments of third Affirmative and whole Affirmative team Summarises whole argument of Negative Team

THE CHAIRPERSON The Chairperson welcomes the audience to the debate and

introduces the topic to be debated, plus the teams for the Affirmative and the Negative.

The Chairperson also acts as time-keeper (3-5 minutes for each speaker)

The Chairperson introduces each speaker. The Chairperson declares the debate closed and thanks both teams

for their participation, and the audience for their involvement.

Chairperson’s Sheet1. Welcome to today’s debate in (name of competition/school)2. The topic for today’s debate is …………………3. (name of team) … is the Affirmative

The first speaker is ………………………..The Second speaker is …………………..The Third speaker is …………………….

4. (name of team) … is the NegativeThe first speaker is ………………………..The Second speaker is …………………..The Third speaker is …………………….

5. Each speaker will speak for …………….. minutes6. The adjudicators for this debate are ……….(e.g. class)7. I would now like to call on the First Affirmative (name of speaker)8. In calling on the remaining speakers, announce the name of each

speaker as well as their position in the team, e.g. “I now call upon

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the first/second speaker for the Affirmative/Negative (name of speaker) to open/continue/conclude his/her team’s case.

9. At the conclusion of the debate, when the class/adjudicator has indicated that a result has been reached, the result is delivered.

10. The captains of the teams may then be called on to give a short speech of thanks (not mandatory)

11. Finish with “I declare the debate closed and I wish to thank both teams, adjudicator/s and the audience for their involvement in today’s debate.

Debating TOPICS

The Best Things in Life are Free??

Clowns are as important as Doctors.

We don’t live in a “Selfish” Society!

Adults know more than Children.

Extinction Cannot be Stopped.

Logging of Rainforests Can Continue.

Humans Learn from their Mistakes

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Everybody gets the same; a lifetime: it’s what you do with it.

Anyone can Fly.

There’s truth in Dreams, if you just look hard enough.

Cultural Diversity = Conflict.

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EXTINCTION – Endangered Species -

PROJECT

Project Book:

All 6 points must be addressed in your project.

1. Definitions: In 1 or 2 sentences, explain what the following terms mean.

ENDANGERED SPECIES EXTINCTION HABITAT SANCTUARY

2. List 10 Australian species that are endangered.3. Choose one, and give a brief description of the

animal/bird/reptile or sea creature4. Draw a picture of your animal/bird/reptile or sea creature5. Come up with 3 ways in which your community could help

prevent the extinction of this creature.6. Final Comment: make a statement about how you feel

about saving your chosen Endangered creature. 1 or 2 full sentences Using bold letters At the end of your project book 1

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7. Design a poster for the conservation of your animal/bird/reptile or sea creature.

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EXTINCTION – Endangered

Species POSTER

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AUK - MASKY OU W ILL N EED :

sheet of cardboard – fairly thick (A4 size) tracing paper (not necessary if photocopying image onto

cardboard) scissors hole punch thin piece of elastic paint or other coloured pencils/markers (to decorate mask) glitter /stars (optional) feathers (optional) glue (optional)

I NSTRUCTIONS :

1. Trace (or photocopy) the mask pattern onto your piece of cardboard (teacher might have to help with this)

2. Using small scissors cut out the shape and cut out the eyeholes.

3. Colour and decorate with anything that looks bright and fun!

4. Using a hole punch, put a small hole on each side of the mask (where indicated)

5. Cut a piece of elastic (about 25cm) and thread the elastic through holes (to secure mask on head) – you can attach elastic to mask using a stapler or you can tie a knot in each end.

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6. Your mask is now ready for your Show!!!

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AUK MASK - TEMPLATE

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Extinction: DID YOU KNOW?

TRUGANINI (1812 approx. – 1876) Truganini was a famous Tasmanian Aborigine. In her lifetime, she saw her people decimated by murder and disease but refused to be a passive victim.

Her strength and determination persist today within the Palawah people who have lived in the region for over thirty thousand years.

In 1803 the first white settlers arrived in Tasmania, or Van Diemen’s Land as it was known then, and began clearing and farming the land.

Over four thousand Aborigines lived in Tasmania too. Fighting began and continued for many years and hundreds of Aborigines and Europeans were killed.

It was during this turmoil that Truganini was born, around 1812, in the Bruny Island-D’Entrecasteaux Channel area of Tasmania. She was a vibrant and beautiful girl whose father was an elder of the south-east tribe.

By the time Truganini was 17 her mother was murdered by whalers, her sister abducted and shot by sealers and her husband-to-be murdered by timber fellers. Truganini was raped.

By 1830 the fighting was so widespread it was known as the ‘Black War’ and something had to be done to stop the killing. So colonial authorities appointed George Augustus Robinson, a builder and untrained preacher to mount a ‘Friendly Mission’ to find the three hundred remaining Aborigines who were deep in the Tasmanian bushland. His job was to convince the Aboriginal people to move to a nearby island.

When Truganini and her father met Robinson he told them he was their friend and would protect them. He promised that if they agreed to come with him he would provide blankets, food, houses and their customs would be respected. He also promised they could return to their homelands occasionally.

Truganini could see that Robinson’s promises were the only way her people could survive.

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She agreed to help Robinson and with her husband ‘Wooraddy’ and others. She spent the next five years helping Robinson find the remaining Aboriginal people.

Robinson needed Truganini and her friends to show him the way through the bush to find food and protect him, as well as to convince the remaining Aborigines to move to the island.Truganini even saved Robinson from hostile spears and drowning.

TRUGANINI (1812 approx. – 1876) Cont…By 1835 nearly all the Aborigines had agreed to move to Flinders Island where a settlement had been set up at Wybalenna. Here Robinson intended to teach the Aboriginal people European customs. The Aborigines believed Flinders Island would be their temporary home and that they were free people who would be housed, fed and protected until they returned to their tribal lands. But instead the island became a prison and many became sick and died.

Truganani could see Robinson’s promises would not save her people and began to tell people ‘not to come in’ because she knew they would all soon be dead.

In 1838 Truganini and 13 other Aborigines accompanied Robinson on another mission to Melbourne in Victoria but they could not help him this time. When Truganini returned to the settlement at Wybelanna in 1842 it was without Robinson.

The man, who had promised their race protection, had abandoned them. The Aborigines had no choice but to continue their unhappy exile on the island.

In 1847 Truganini and the remaining 45 people were moved to an abandoned settlement at Oyster Cove on the Tasmanian mainland.

Conditions were even worse, but Truganini found some contentment because this was her traditional territory. She was able to collect shells, hunt in the bush and visit places that were special to her.

Some say this made her strong again because she was the last of the group to survive. In her later years she moved to Hobart to be cared for by a friend.

Wearing her bright red cap, an adaptation of the red gum tips or ochre the Palawah people loved wearing in their hair, she became a well-known

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figure in town.

Truganini died in 1876 aged sixty-four, and was buried in the grounds of the female convict gaol in Hobart.

Even though Truganini’s dying wish was to be buried behind the mountains, her body was exhumed and her skeleton displayed at the museum until 1947.

Her ashes were finally scattered on the waters of her tribal land , one hundred years after her death.

Truganini is remembered as a proud and courageous survivor in a time of brutality and uncertainty.

Today, descendants of those early tribal Aborigines maintain the indomitable spirit of Truganini.

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Truganini’s Story

Improvisation – Exploring themes & feelings

In Groups of 4 – 6 Each group is given a Scenario Using the Improvisation Steps below – explore

themes & dramatic techniques such as Mime, Movement, the power of a Frozen Image, the power of a Single Word to convey feelings/themes etc.

Scenario 1: Battle : Farmers discover Aboriginals killing their sheep.

Scenario 2: Battle: Aboriginals discover white settlers cutting down their trees.

Scenario 3: Settlers: Coming to a new land and seeing Aboriginals for the first time – the settlers & Aboriginals meet. You decide whether there is conflict or not.

Scenario 4: Aboriginals: From a high vantage point – Truganini and her people see white settlers and convicts land on their shores.

Scenario 5: Meeting: George Augustus Robinson and Truganini meet to plan the protection of the remaining Tasmanian Aboriginals – the capture and removal of them to Flinders Island.

Scenario 6: Respect: The removal of Truganini’s remains from the Museum – her funeral and scattering of ashes over the waters of her tribal land in1947.

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IMPROVISATION STEPS:

1. 1st Impro: Mime scene: using your body find the strongest way to relay the story of the scene.

2. 2nd Impro: Use words now – but keep in mind the power of movement

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3. 3rd Impro: Each character in impro must find ONE word that best represents how they are feeling in the scene – play out scene in silence until that “word” has its place.

4. 4th Impro: Play out the story using a maximum of 3 freeze frames. Students create 1 freeze frame – pause for class to view, then quickly create the 2nd and 3rd in the same fashion. Discuss why these moments were chosen. Were they the most poignant and powerful images?

Truganini’s Story

A Ballad to write

QUATRAINThe Quatrain is most commonly used for Ballads or Folk songs. The word Quatrain comes from the French word for “four”, quatre. A Quatrain stanza is made up of 4 lines and comes in many different rhyming patterns. e.g.

CLICK GO THE SHEARSClick go the shears, boys, click, click, click!Wide is his blow and his hands move quickThe ringer looks around and is beaten by a blow,And curses the old snagger with a bare-bellied yoe.

1. In groups discuss / brainstorm and write down the most important elements of Truganinis life.

2. Think about what you would like to say: for example, You might like to give an historical account of Truganini’s life. Or maybe you would prefer to comment on her legacy, what her

life has meant for Australians today. Or maybe, you would like to write a ballad to Truganini. A Ballad

that conveys YOUR feelings about her life, and what learning about her has meant to you today.

3. Have a go! In your groups, see how you go writing a ballad! Remember, Ballads are made up of Quatrains, meaning they

have 4 lines in each stanza. You may have as many stanzas as you wish.

Rhyming: * The last word of each line may rhyme* The last word in lines 1 & 2 might rhyme & 3 & 4

might rhyme (like in “Click Go The Shears”)* The last word in line 4 of each Quatrain might rhyme

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* Your Ballad might not have any rhyming words

4. Each group read their Ballad out for the class.

5. Each person in each group might like to draw a picture to accompany the Ballad. The Ballad could then be put on the wall surrounded by all of the drawings.

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Positive Thinking –

Music

1. My favourite band/group is:…………………………………………………………………………

2. My favourite songs are:

a. ……………………………………………………………………………………………………………………

b. ……………………………………………………………………………………………………………………

c. ……………………………………………………………………………………………………………………

3. The best line from my favourite songs are:

a. ……………………………………………………………………………………………………………………

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b. ……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

c. ……………………………………………………………………………………………………………………

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4. If I had to choose ONE WORD from ONE song, it would be:

……………………………………………………………………………………………………………………

5. In one sentence, explain why you have chosen this word.

……………………………………………………………………………………………………………………

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6. Make a poster using the WORD you have chosen.

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Be as artistic as you like with the letters, and fly free with your choice of colours!

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Life Cycles - Drawing to ExploreNAME: ……………………………………………….CLASS: ……………………………

The Birth of a Tree (Draw a young tree or seedling)

The Death of a Tree (Draw an old, or dead Tree)

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Death – Storytelling Workshop Resource

Some cultures believe that life is the dream from which death awakens us. They bury food, drink, and personal belongings with their dead, and some call a funeral service a "home going." Death is a very private and personal subject. Some of us have lost a pet, or a friend, or a relative, or maybe some of us only know of a friend who has suffered such a loss. Either way, we have all experienced loss, and therefore we must be sensitive and respectful to each others needs and different experiences.

PLAYBACK Theatre is a very powerful and liberating tool for exploring sensitive issues, such as death. How does it work? You will need:

Conductor – Person who runs the Playback performance, & who gathers the stories.

Group of Actors - 4 – 8 to improvise the story Audience

The Conductor stands in front of the audience and begins by relating 1 or 2 stories and experiences about Death (to warm-up the audience). Then she/he calls on the audience to put up their hand and tell a story from their experience.Once chosen, the audience member, who is now called the “Storyteller” comes out the front and sits with the Conductor to tell of her/his experience with Death. The Conductor encourages and helps if necessary, then relays the story back to the storyteller to clarify the facts (this also helps the Actors who must be ready to act-out the story).The Conductor then asks the Storyteller to choose one of the Actors to play the role of the Storyteller, (or the most significant character) from the story. This helps to give ownership of the performance to the Storyteller.

The Conductor then turns to the Audience and calls – “Now, you watch!”This is the Actors cue; they take 2 minutes to decide on how they will perform the story. (When the Actors have more experience, no discussion takes place: the action merely begins with one person taking the initiative and the others accepting and adding to that initiative)

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The Actors now play out the story for the Storyteller and the rest of the audience. The Actors may decide to improvise the scene naturalistically, but there are many other ways in which the Actors can bring the story to life, i.e. through mime, song, dance, comedy or a freeze frame. The Actors may decide to split into 2 groups, and while one group sings, the others may act, or use movement to tell the story.

PLAYBACK Theatre can be a very rewarding experience for all involved – it can be a cathartic and healing process as well as a learning one.

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Death – Diary Entry

Revae: You don’t know how lucky you are.Rigolo: Oh yeah?Revae: YEAH!Rigolo: What makes me so lucky?Revae: You don’t have cancer!

[Silence] Scene 7: The Great Auk

Death is a very private and personal subject, a subject that often is not discussed because for some, it is just too painful. However, Death is something that we all must face in some shape or form at some time during our lifetime. Whether we lose a pet, a friend or relation, it is important to be aware that grieving is both important and necessary. Here are a few points to consider in any crisis.

o Allow time to experience thoughts and feelings openly to self.

o Acknowledge and accept all feelings, both good and bad.

o Use a diary to document the healing process.

o Confide in a trusted friend or relation; tell the story of the loss.

o Express feelings openly. Crying offers a release.

Do you keep a Journal or Diary?? Some people keep a Diary to remember appointments, other people keep a Diary to try and keep track of their thoughts and experiences. In every day life, we experience so much and often we don’t get time to sit and think about how we feel about these experiences. That’s where keeping a Diary can be very rewarding.Today, make a Diary entry about how you feel about Death. Here are some starting points & questions that may help you get started.

Do I know anyone with a life threatening illness? Is there life after death? Do I believe in Ghosts? Do I believe in God? Or a higher being of some kind?

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How would I arrange my own funeral? Would I like to be buried, cremated, scattered to the winds?? Would I have a party? Would it be at night? Would I have a solemn ceremony?

Who have I lost? How do I feel about them? Does thinking about them

make me smile, cry or feel strange??

Diary Entry – My Thoughts on Death

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