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STUDY GUIDE

This Study Guide includes suggestions about preparing your students

for a live theatre performance in order to help them take more from the

experience. Included is information and ideas on how to use the performance

to enhance aspects of your education curriculum: with exercises that respond

to the themes presented in the performance and the dramatic and musical

elements.

Please copy and distribute this guide to your fellow teachers.

BOOKING INFORMATION

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Coordinator for more

information.

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Toll Free: 1 866 294 7943

Email: [email protected]

ROBINSON CRUSOE AND FRIDAY STUDYGUIDE | 2

CONTENTS

Synopsis 3

Origins of the Story 3

About the Author 3

Themes 4

Curriculum Connections

Arts Education 5

Career Education 6

Language Arts 7

Activities:

Pre-Performance 8

Post-Performance 9

About Axis 14

Appendix 15

Characters 15

Vocabulary 15-17

Pantomime 18

Story Development 19

Song Lyrics 21

Imaginary Island Map 23

CREDITS

» Adapted from the novel by Daniel Defoe

» Adapted for stage by Colin Heath

» Original Design by Michael Wolski

» Directed by Chris McGregor

» Set Design by Yvan Morissette

» Original Music and Sound Design by Jeff Tymoschuk

» Costume Design, Puppets, and Props by Jessica Oostergo


1. SYNOPSIS

"No man is an island unto himself"

Robinson Crusoe and Friday, is a play about survival against all odds, man’s ability to

adapt to foreign environments, the strength of the human spirit but most importantly,

it is about friendship. An English sailor, shipwrecked on a remote island, works

against all odds to survive alone for 25 years. Until one day, he rescues a stranger

from brutal savages and the two develop a remarkable friendship. Adapted from

the classic novel by Daniel Defoe, this imaginative retelling emphasizes

communication, embracing cultural differences and empathy. Set sail with

Robinson and Friday on an adventure full of comedic miscommunication, history

and heart!

2. ORIGINS OF THE STORY

ROBINSON CRUSOE, Daniel Defoe’s first novel, was published in 1719 when the

prolific writer of narrative realism was almost sixty. To the majority of readers, the

book is simply a stirring tail of a shipwreck and adventure on a tropical island.

However, the literary historian can regard Dafoe as the first English novelist.

Robinson Crusoe may or may not have been based on the true story of a real-life

castaway. His name was Alexander Selkirk, and he was a Scottish sailor who got

stranded on his own desert island off the coast of Chile for four very long years. Selkirk

was eventually rescued in 1709 and his story appeared in print and periodicals in

England. Did Defoe use him as the basis for his own Crusoe? Its entirely possible.

3. ABOUT THE AUTHOR

Colin grew up in Victoria and subsequently lived and worked in Vancouver, Toronto,

and Montreal. He trained at the University of Victoria and l’École Nationale de Cirque.

He has worked as acrobat, actor, musician, composer, and clown, as well as

playwright. He has received several Jessie Richardson awards including one for his

script For Art’s Sake (Axis Theatre). He has also been nominated for Dora Mavor

Moore, New York Drama Desk, and Bay Area Theatre awards. Theatre companies who

have produced his work include Axis, Belfry, Arts Club, Caravan Farm, Mirvish,

Centaur, Marin Shakespeare, Theatre New Brunswick, Quest, Geordie, Great Canadian

Theatre Co. and others. Colin is currently based in Montreal and touring as a clown

with Cirque du Soleil.


4. THEMES

» Man versus himself

» Survival/adventure

» Friendship

» Loneliness/Isolation

» Cultural awareness/acceptance

» Cultural Exchange/sharing

» Communication

5. CURRICULUM CONNECTIONS

ARTS EDUCATION (K-3)

Big Ideas

o People create arts to express who they are as individuals and community

o People connect to others and share ideas through drama and music

Curricular Competencies

Students will be able to:

o Create artistic works collaboratively and as an individual, using ideas

inspired by imagination, inquiry, and purposeful play

o Express feelings, ideas, stories, observations, and experiences through the

arts

Content

o Elements in the arts: drama (character, time, place, plot)

o Symbolisms as expressions of meaning

ARTS EDUCATION (4-7)

Big Ideas

o Engaging in creative expression and experiences expands people’s sense of

identity and belonging



o Create artistic works collaboratively and as an individual using ideas

inspired by imagination, inquiry, experimentation, and purposeful play

Content

o Elements in the arts: drama (character, time, place, plot, tensions, mood

and focus)


o Symbolisms as expressions of meaning

CAREER EDUCATION (K-3)

Big Ideas

o Strong communities are the result of being connected to family and

community and working together toward common goals



o Recognize the importance of positive relationships in their lives

Content

Connections to Community:

o Cultural and social awareness

CAREER EDUCATION (4-7)

Big Ideas

Students will understand that:

o Family and community relationships can be a source of support and

guidance when solving problems and making decisions



o Recognize the need of others who can support their learning and personal

growth

Content

Connections to Community:

o Cultural and social awareness

ENGLISH LANGUAGE ARTS (K-3)

Big Ideas


o Everyone has a unique story to share

o Stories and other texts help us learn about ourselves and our families




o Recognize the importance of story in personal, family and community

identity

o Use personal experience and knowledge to connect to stories and other

texts to make meaning

o Create stories and other texts to deepen awareness of self, family, and

community

Content

Students will know:

o Structure of story

o Literary elements and devices

o Oral language strategies (such as focusing on the speaker, taking turns,

asking questions related to the topic, making personal connections and

making relevant contribution to discussion)

ENGLISH LANGUAGE ARTS (4-7)

Big Ideas


o Language and text can be a source of creativity and joy

o Texts can be understood from different perspectives

o Exploring stories and other texts helps us understand ourselves and make

connections to others and to the world



o Respond to text in personal, creative, and critical ways

Content

Students will know:

o Oral language strategies

o Presentation techniques

CORE COMPETENCY CONNECTION

» Positive Personal and Cultural Identity

o I am aware of myself as different as others


o I understand that learning is continuous and my concept of self and identity

will continue to evolve

o I understand that my identity is made up of many interconnected aspects of

my life such as experiences, family history, heritage, where I live, and

groups I identify with.

» Social Responsibility

o I build and sustain positive relationships with diverse people, including

people from different generations

o I can interact with others respectfully and thoughtfully

5. PRE-PERFORMANCE ACTIVITIES

MOTION PICTURE VERSUS LIVE THEATRE

Talk about the similarities and differences between watching a movie, a television

show and a “live” theatre presentation. Include discussions about how the performers

prepare for their roles in each of the situations. For instance, how an actor in a movie

or a television show can redo a scene if a mistake is made versus an actor in a “live”

performance must carry on regardless of mistakes. Also discuss how an audience

impacts each type of performance.

HOW TO BE A POSITIVE AUDIENCE MEMBER

Remind your students to notice the way that the set, costumes and live music help

make the performance of Robinson Crusoe + Friday exciting and fun to watch!

Next, prepare your students for watching a “live” performance by discussing the

characteristics of a positive audience member. For example, a positive audience

member:

» Will sit quietly so everyone around can see and hear the performance

» Will listen attentively and remain focused on the actors and musicians will not

distract performers by moving about or by waving or calling out to performers

» Will laugh and applaud appropriately

» Will contribute to the performance when asked

CHARACTERS AND VOCUBULARY

Review the list of characters and vocabulary words, found in the Appendix, and choose

what information is most useful and appropriate to share and discuss with your class

prior to viewing the performance.


6. POST-PERFORMANCE ACTIVITIES

Now that your students have seen Robinson Crusoe and Friday it is the perfect time to

expand on their excitement and interest in drama and music and to discuss ideas and

themes presented in the performance.

There are a variety of ways for students to respond to, reflect on and analyze drama

and musical performances: for example, through talking, writing, stories, art, singing

and playing drama games.

The following suggestions will help to engage your students in activities where fun and

laughter are as important as the building of skills to increase critical thinking, self-

awareness and confidence. Choose the activities that are best suited to your grade

level and, if necessary, modify the skill level of the activities to meet the needs of your

students.

DISCUSSION ABOUT SURVIVAL

In Robinson Crusoe and Friday, Crusoe is shipwrecked and wakes up on a deserted

island. When do we find ourselves in moments of survival? Is it always between life and

death? How does it feel when we are in a moment of survival? Would you change as a

person? Why or why not?

Have students imagine 1 week of being stuck on a deserted island. Have them write or

draw pictures of their first week on the island. What challenges would they encounter?

IMAGINARY ISLAND (End of the Study Guide there is an example).

In groups or individually, have kids create their own imaginary island. Where is it

located? What kind of plants and animals is the island home to? What things on the

island would help them survive if they were stuck there? If you have been learning

about ecosystems, this is a fun & creative way for your students to demonstrate their

understanding, by creating and presenting their own ecosystem!

JOURNALLING

Have students keep a daily journal for 1 week in the style of Robinson Crusoe. Start

each entry with “day __” make notes and include drawings, interesting observations,

thoughts, conversations and new discoveries.

SURVIVAL OF THE FITTEST (Suggested Grades: 4-7)

This activity is for students to discover more about their own and other students’

strengths and skills. It is important to recognize and appreciate the diversity of skills

and knowledge of each individual student in the class. Have your students brainstorm

a list of their skills and strengths. Ask them to think deeply about it and imagine that if


they were Robinson Crusoe, how can they use their skills and knowledge to their

benefit?

Below is a list of potential skills and strengths:

» Knowledge of species of plants

and trees/gardening

» Swimming

» Sewing

» Cooking/baking

» Knowledge of animals/Hunting

» Language – writing/speaking

» Building

» Lighting a fire

» Running

» Using a compass/tracking

» Lifting heavy items

THEME ANALYSIS (Suggested Grades: 4-6)

Draw a T chart on poster paper or in your notebook. On the left side of the chart, list

out objects, symbols or important events from the play. On the other side, write out the

ideas and themes that signify with the corresponding objects, symbols or events.

Students will be able to recognize and understand the significance and the overarching

themes from the play. They may also use the book as reference.

NEED VERSUS WANT (Suggested Grades: 4-7)

Have a discussion with your class about needs and wants. What makes us determine a

need from a want and vice versa? How does our decision change? What were some

items that Robinson had? What did he need at the island versus what he wanted? You

may also introduce the concept of Maslow’s Hierarchy of Needs pyramid.

COMPARE AND CONTRAST (Suggested Grades: 5-7)

THEME OF CULTURAL EXCHANGE AND ACCEPTANCE

Our play, ROBINSON CRUSOE + FRIDAY, is very different from the original novel. We

have taken a story that originally depicted an unhealthy, unequal relationship between

people of different cultures and turned it on its head to create a story about cultural

equality, communication and friendship. You may want to compare and contrast our

story with the original, how the characters of Robinson and Friday differ in

each, what choices we made to create a relevant message for today’s society?

What were some of the moments where a cultural exchange took place and

how did each character benefit from it? Use this as a jumping off point to

explore modern cultural prejudices and how we, like Robinson and Friday, can

better understand and accept one another. Part 1: Compare and contrast using

a Venn diagram

As a class, brainstorm some themes and concepts from the play and write them on the

board. Ask them to make connections to these ideas and provide specific examples


from the play. For example, friendship is a reoccurring theme because Robinson

Crusoe and Friday form a special bond during their time together on the island.

What were some similarities between the book and the play? What were some

differences? What elements of the play made it more enjoyable and engaging? What

were some of the elements in the book that enhanced the story?

Here are a list of themes and concepts that we chose to adapt for the play:

» Friendship

» Acceptance

» Loyalty

» Communication

» Cultural Exchange

» Adventure

Here are a list of themes and concepts that we chose to ignore for the play:

» Colonialism

» Isolation

» Loneliness

» Culture

» Religion

» Travel

PART 2: RESEARCH

Randomly assign each group with a theme or concept to research. Have them define

the term, discuss and explain how it connects to the play. Have them make

connections and find real-life examples – i.e. How does the theme connect to self,

connect to the text and connect to the world. Have students share with the whole

class.

REVIEWING ROBINSON CRUSOE AND FRIDAY

The following questions can be used for whole group discussions or for sharing with a

partner or in a small group. After sharing with a partner or small group, students can

take turns sharing ideas with the whole group.

If using the questions as sentence starters for a writing activity, the students can also

draw pictures to accompany their writing.

» Who was your favourite character? Why?

» How did the actors use their voices and bodies and movements to make the

characters more believable in the performance?

» What character would you like to have as a friend? Why?

» What character would you not want to have as a friend? Why?

» If you could be an actor in the Robinson Crusoe + Friday, which character would you

like to be? Why?


» How did the music make the performance more interesting?

» What do you think it takes to be a good actor or musician?

» What was the scariest part of the performance? Why?

» What was the funniest part of the performance? Why?

» What part of the performance surprised you the most? Why?

» If you were the writer of the play, what would happen next in Robinson Crusoe +

Friday?

» Crusoe works hard to gain Friday’s trust. Have you ever have to work hard to

become someone’s friend and gain their trust?

» What did you notice about the costumes, props. and puppets in the performance?

» How did the costumes, props. and puppets make the performance more interesting?

HAVE FUN WITH DRAMA GAMES: PANTOMIME

A great way to start playing with drama is with simple pantomimes. Explain to your

students that acting is showing. By NOT using words during a pantomime, they

become forced to show, not tell.

Copy the list of animals, found in the Appendix, and cut out the names of the animals.

Have students draw an animal, by himself or herself or with a partner, and take turns

acting like their chosen animal. Encourage the students to exaggerate their body

movements in order to help their classmates guess the animal they are portraying.

The students may also be encouraged to come up with their own ideas for

pantomimes. Get them started with these suggestions: tying a shoe, brushing teeth,

eating spaghetti, riding on a skateboard, playing basketball, or painting a mural.

HAVE FUN WITH DRAMA GAMES: MIRRORS

A game of mirrors is a great group activity that gets students working together and

paying close attention to each other. Have the students pair off in A/B partners around

the classroom. To begin, A will be the actor and B the mirror. The two partners face

each other and partner A begins to move and partner B will mirror everything that

partner A does. When you call out “freeze,” partner B will become the actor and

partner A will be the mirror. Do this a few times throughout the activity.

PLAYING WITH SONG AND STORY

Using a familiar song that the students love to sing, write a class story related to the

song. Add characters, simple dialogue and actions that can help to make the song

come alive! By combining the story and the song, the students will experience the fun

of participating in a musical drama. Challenge the students to vary the tone of their


voices and to use body movements to help portray the personalities of the characters

in the story. Experiment with using simple sound effects, props and costumes.

MASKS AND PUPPETS

Children love the magic and intrigue associated with masks and puppets. Although

creating your own masks and puppets in the classroom requires extra time and effort,

the result will most certainly outweigh all considerations. The use of masks and

puppets will enhance the enjoyment and deepen the understanding of many classroom

activities related to drama, storytelling, music, singing, body movement and art.

HAVE FUN WITH DRAMA GAMES: WHAT ARE YOU DOING?

In a circle – One person in the centre is doing an activity, someone jumps in and asks,

“What are you doing?” the person in the centre says something different from what

they are doing; the person who jumped in does that new activity.

I.e. person in middle is cutting the lawn, person jumps in and asks “What are you

doing?” the person in middle says “screwing in a light bulb” the person that jumped in

does that activity…and so on around the circle.

PARTNER ACTIVITY: TEACH AND LEARN

Working in pairs, children take turns teaching and learning things about each other.

One person tells their partner something they didn’t know, about themselves or

something else, the other person responds with the same thing back. This activity

encourages children to get to know each other and to form friendships with their

peers.

Suggested questions

» Discuss the use of puppetry in the play. What are some of the other ways we have to

use our imagination when we are watching the play?

» Make a list of the animals we have domesticated in Canada and for what purpose.

Discuss how someone’s diet and lifestyle would differ if they were a carnivore, a

vegetarian, or if they lived in different hemispheres.

» Describe one of your experiences of being sick with a fever. How did you get better?

Discuss why you think Crusoe’s father appears to him in a dream.

» Imagine what you would do if you wanted to make friends with someone who did not

speak the same language as you. What other ways are there to communicate?

» Why do we have a “day of rest” in Canada? Do all Canadians rest on the same day?

What are some other treasured Canadian customs?

» Demonstrate verbally with a partner effective ways of letting your friends know you

want to be left alone or that you want to do something different.


» List some ways you seal a friendship. What are some of the things you do to “make-

up” with a friend you have had a disagreement with?

» Discuss whether you think this is a happy or sad ending to the play.

Ask individual students or small groups of students to focus on the following components of the play: Set

What did the students see in the set (e.g., the ship, the island, the hut etc.)?

How did they use props. to represent other things in the play (e.g. water)

How did the actors use the set to represent the island in the story?

What were the different places that the set represented The Ship, the island?

How did the actors use the set to communicate what they were doing

(e.g., climbing around, through, over, etc.)?

Acting/Movement/Staging

What different ways did the actors represent their characters? What were the

different characters and animals portrayed by the two actors? This includes

the use of puppets. How do the actors change from one character to another? I.e. how Friday

changes between character and animal. What techniques did the actor use to

change from one character to another?

Music

How did the music suggest different locations (at sea, on the island) and how

did the music create mood and atmosphere?

How did the actors create sound effects with their vocal sounds, body

percussion, found objects, drums, rattles?

1. In a circle, have students share, one at a time, appropriate body sound

possibilities. For example:

Suggest an environment and have students each create and share a sound

found in it (e.g., the forest, the river, by the ocean).

Discuss and experiment with changing dynamics, volume, tempo, colour.

2. In the play, there are several locations described that inspire sound.

Give small groups of students one of the following locations or situations from the

play and ask them to create a soundscape:

A peaceful beach, windy outdoor location.

Inside the ship’s hull dream.

High above the island.

Running in the jungle.

Under water.

A ship in a storm.


7. ABOUT AXIS Axis Theatre Company exists to create physical theatre for the young and young-at-

heart - exploring aspects of clown, commedia dell'arte, music, movement and

puppetry to produce original plays.

In the age of “looking down” at tablets, smart phones and computers, Axis Theatre

draws young eyes up to engage them in interactive experiences that educate, inspire

and transform. Telling stories in unique ways, Axis Theatre is guided by these words:

inventive, youthful, kinetic, multicultural, smart and engaging.

Axis Theatre’s rich 42-year history has inspired an optimistic approach to risk and our

activity has doubled for our theatre for young audiences programming. In the fall of

2018, Axis will launch our first international tour in over a decade. Our creative efforts

have revitalized the company’s reputation for producing quality TYA work. In 2017, the

BC Touring Council voted Axis Theatre Artistic Company of the Year.

Axis Theatre is led by Artistic Director, Chris McGregor; General Manager, Daune

Campbell; and Tour Coordinator, Petrice Brett. We are located in Vancouver, British

Columbia. To learn more about Axis or our team please visit www.axistheatre.com

Axis Theatre acknowledges that we live, work and play on the unceded and traditional territories of the Coast Salish peoples – sḵwx̱wú7mesh (Squamish), sel̓íl̓witulh (Tsleil-

Waututh), and xʷməθkʷəy̓əm (Musqueam) nations.

Our shows are made possible through the generous support of these organizations

We acknowledge the financial assistance of the Province of British Columbia

Axis Theatre Company is a member of The Greater Vancouver Professional Theatre

Alliance, Alliance for Arts and Culture, Arts in Education Council of BC, BC Touring

Council, Canadian Council of the Arts, Vantage Point Vancouver, the Professional

Association of Canadian Theatres, International Performing Arts for Youth and The

Granville Island Business & Community Association. Axis Theatre Company engages,

under the terms of the Canadian Theatre Agreement, professional artists who are

members of the Canadian Actors’ Equity Association.

http://www.axistheatre.com/


8. APPENDIX

Please print and distribute the areas of this Appendix as you see fit with your students.

Within this section you will find a list of characters and vocabulary words with their

corresponding definitions. The materials for the pantomime drama game are also

include within this section.

We would also like to thank you for taking the time to use the Hamelin: A New Fable

study guide as a resource to support and strengthen your students’ experience with

our production. If you or your students have any questions or comments we would love

to hear from you. We also welcome letters and drawings from the class and accept

mail at Axis Theatre Company, 1405 Anderson Street, Vancouver, BC Canada V6H 3Y7.

We wish you all the best in the school year and hope your experience is a positive one.

CHARACTERS

ROBINSON CRUSOE – the main character. He is a sailor from England, who ends up

stranded on a deserted island

FRIDAY – a supporting character and the puppeteer for the animal puppets. A native

inhabitant of surrounding islands, who befriends Crusoe and teaches him many useful

skills for surviving alone on the island.

VOCABULARY

Port- can mean one of two things. One it can refer to the left hand side of a vessel,

when facing forward. Or it can mean a place where vessels can tie onto while loading

and unloading.

Deserted isle – An island where no people live, or that is empty of people.

Admiral- A high-ranking (powerful) officer in the Navy.

“A gale of devastating power” –a very very strong wind/storm.

Hurricane - a storm with a violent wind, in particular a tropical cyclone in the

Caribbean.

“Man the lifeboats” – Large ships are generally equipped with life rafts or lifeboats, so

that if the ship were to sink, the crew and passengers could escape on the small

sturdy boats. “Man the lifeboats” means to prepare the lifeboats, because the ship is

likely going to sink.

“Man overboard” – a call that means one of the ships passengers or crew has been

thrown off the boat into the sea and needs to be rescued.


Starboard – refers to the right hand side of a vessel when facing forward.

Batten - a long, flat strip of squared wood or metal used to hold something in place or

as a fastening against a wall. “Batten down the hatches” - secure a ship's hatches

(open compartments), especially when weather is bad. Sometimes used to mean

“prepare for trouble”.

“Twenty leagues” – A league was a unit of measurement that referred to a distance of

approximately 5.5km.

Foundered - (of a ship) fill with water and sink. "six drowned when the yacht foundered

off the Florida coast".

Castaway - a person who has been shipwrecked and stranded in an isolated place.

Chrysanthemum - a popular plant of the daisy family, having brightly colored

ornamental flowers and existing in many cultivated varieties.

Custom - a traditional and widely accepted way of behaving or doing something that is

specific to a particular society, place, or time.

Provisions - supply with food, drink, or equipment, especially for a journey.

Foredeck - the deck at the forward part of a ship.

Aft – Towards the back of the ship.

Mast - a tall upright post on a sailing ship carrying a sail or sails.

Devastating - highly destructive or damaging. Causing severe shock, distress, or grief.

Listing – The extent of leaning to one side of a ship that is damaged or loaded

improperly.

Mock - tease or laugh at in a scornful or contemptuous manner.

Musket - an infantryman's light gun with a long barrel, typically smooth-bored, muzzle

loading, and fired from the shoulder.

Powder kegs – The kegs where gunpowder was stored.

Hatchet or Axe: a tool for splitting wood and making traps.

Mutineer - a person, especially a soldier or sailor, who rebels or refuses to obey the

orders of a person in authority.

Tethered - tie (an animal) with a rope or chain so as to restrict its movement.

Topsail - a sail set on a ship's topmast.

Stowed – pack or store, put away.

Spyglass – A handheld device like a small telescope that makes it so you’re able to

see far away.


Feather Quill – an old fashioned pen, using a feather and ink.

“Construct a fine raft” – build a good quality raft.

“I took comfort in industry” – I enjoyed building/making things.

“The latest fashion” – The best and most fashionable of the times.

Stranded – stuck or left somewhere without the ability to leave.

Inhabitants – people or creatures who live there.

Delirious – a more or less temporary condition where your mind is effected -

sometimes by fever, unconsciousness, or intoxication characterized by restlessness,

excitement, hallucinations etc.

“Prattling on” – talking for no point or no meaning.

“The silence is intolerable” – I can’t take the silence.

“No man is an island unto himself.” - This passage comes from the seventeenth

century English author, John Donne, meaning that people are not supposed to be

alone.

Ritual - a practice or pattern of behavior regularly performed in a set manner, some

rituals are specific to certain cultures or religions.


PANTOMIME (ANIMALS ON A DESERTED ISLAND)

vulture scorpion

butterfly mouse

spider turtle

crocodile monkey

rat parrot

snake goat

boar shark


Story Development Scenes

Intro: Robinson Crusoe is about to set sail for England after being stranded on an

island off South America for nearly thirty years. He supposes the audience members to

be his rescuing Admiral and crew and invites them to listen to his story of how he has

come to stay on the island for these many years. He asks Friday to assist him in telling

his story to the audience even though he and Friday have not yet met at this point in

the story.

i) The year is 1659. Crusoe survives a terrible storm, but all his fellow

sailors and the Captain of the Santa Luisa perish. He is washed ashore

on an apparently deserted island somewhere close to Trinidad. Crusoe

has experienced a frightening loss but he is glad to be alive.

ii) Crusoe is able to rescue some provisions from the quickly sinking

Santa Luisa and sets up home in a cave. He is feeling optimistic about

his situation and starts recording daily accounts in a journal. He has

been able to take from the ship an axe, some biscuits, various grains, a

spyglass and a quill pen and ink. Crusoe goes in search of more food

and to see who or what else inhabits the island.

iii) In Crusoe's absence, we discover that the island is inhabited with a

talking parrot and a foraging goat. In this scene we are introduced to

puppets.

iv) Crusoe is very excited to see the animals and quickly domesticates

them. It is now Day 26 and our hero is resigned to being completely

alone on the island, save for his new animal companions. He weathers

the rainy season by being very industrious. He constructs various

objects such as: a chair, umbrella, candles, a basket and some clay

pots. His diet changes to reflect what is available to eat around him.

v) Crusoe succumbs to the inclement weather and becomes quite ill. He

experiences a hallucination in which his father appears and taunts him.

vi) Crusoe awakes from his illness. He emerges a new man,

appreciative of what little he has gathered. Even the earth seems

to be smiling upon him, as crops magically appear. Once again our

hero is grateful for his survival and the natural resources about

him. Buoyed by his good luck, and the watchful eye of his guardian

angel, he makes bread and cheese, wine and even constructs

some clothing from the wool of the goat. It is Day 5180, and we see

Crusoe lonely and longing for conversation – even if it's with the


parrot. The passing of his fortieth birthday makes Crusoe long for

his old life in England.

vii) Crusoe's prayers are answered. Someone appears! The intruder

seems fearful for her life and our hero comes to the rescue. After

bandaging her wounds, Crusoe and his new island mate eat

together and teach each other their names. His new friend

“Friday” admires all of Crusoe's possessions, including his axe.

Friday has obviously had limited and frightening experiences with

weapons and she takes the time to study and understand how the

tool works.

viii) Friday and Crusoe learn to work together. They thoroughly enjoy

and each other’s company as they build a fence. When Sunday

rolls around, Crusoe wants to rest as is his cultural tradition, but

Friday is ready for work and is confused by the custom observed

by her friend. They share a meal and Friday teaches Crusoe her

own custom of thanking the earth for what you are about to

recieve.

ix) In this scene, the climax of the play, the two friends reach an

emotional level of conflict. Crusoe, busy with his own work, ignores

Friday, without explaining why he needs to have some time alone.

Friday dislikes being shunned and her feelings are hurt by the selfish

actions of Crusoe.

x) Here we see a contrite Crusoe reconcile with Friday. They bond

together over a death-defying custom that Friday insists they both

participate in.

xi) The closing scenes deal with the circumstances of how the rescue

ship arrives at the island. It is also the portrayal of a fond farewell

between two friends. Crusoe is eager to return to his homeland

and Friday is thrilled to remain on the island with all that they

have built up over the years. In the end, there is only one thing that

they value above everything else - their friendship.


Song Lyrics SCENE 3 PROVISIONS

There's rice and oats and barley corn

A hatchet and a knife

And more rope than I could hope

To use in all my life!

Hammers, nails and powder kegs

Flour, sugar too!

Rice! Nice.

Dates!

Great.

Pepper? Ah-

choo!

And what have we here? A

fantastic box! If only they'd left

me the key for the lock.

There's everything here I could ask for and more

I'll construct a fine raft to transport it to shore.

After I stowed it into my cave

I then watched as my ship slipped under the waves.


SCENE 8 RAISING CROPS & COUNTING BLESSINGS

Upon this morning English barley corn is born where nothing

grew before. Hairy goats are tethered only paces from my

door.

I have a house, a home, my health

water, wealth and I remain alive.

There's nuts and grapes and turtle

eggs, Clothing, hatchets, and

powder kegs and knives.

True, I have

been left alone,

No company, all

on my own,

No help, no hope, a lonely castaway.

But why count up what I have not,

I should give thanks for what I've got

I prayed for help and help arrived today!

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