2. Purple Moon Theatre
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
DEATH – Diary Entry – Looking at Death .. .. 22
DEATH – Diary Entry Sheet .. .. .. 23
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3. Purple Moon Theatre
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.
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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4. Performance Area (4 x3 M)
Purple Moon Theatre
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)
5. Purple Moon Theatre
SCENE SYNOPSIS
This 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
Revae reveals that she is sick. Rigolo carefully toys out Revae’s true feelings re: her parents.
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6. Purple Moon Theatre
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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7. Purple Moon Theatre
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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8. Purple Moon Theatre
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 TEAM
First 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
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.
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9. Purple Moon Theatre
• 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 Sheet
1. 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 Negative
The first speaker is ………………………..
The Second speaker is …………………..
The Third speaker is …………………….
5. Each speaker will speak for …………….. minutes
6. 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 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.
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10. Purple Moon Theatre
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
• Everybody gets the same; a lifetime: it’s what you
do with it.
• Anyone can Fly.
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11. Purple Moon Theatre
• 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 creature
4. Draw a picture of your animal/bird/reptile or sea creature
5. 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
7. Design a poster for the conservation of your animal/bird/reptile or sea creature.
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15. Purple Moon Theatre
AUK - MASK
YOU WILL NEED:
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)
INSTRUCTIONS:
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.
6. Your mask is now ready for your Show!!!
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18. Purple Moon Theatre
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.
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.
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19. Purple Moon Theatre
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 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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20. Purple Moon Theatre
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.
____________________________________
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
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?
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21. Purple Moon Theatre
Truganini’s Story
A Ballad to write
QUATRAIN
The 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 SHEARS
Click go the shears, boys, click, click, click!
Wide is his blow and his hands move quick
The 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
* 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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22. Purple Moon Theatre
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. ……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
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.
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
6. Make a poster using the WORD you have chosen.
Be as artistic as you like with the letters, and
fly free with your choice of colours!
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23. Purple Moon Theatre
Life Cycles - Drawing to Explore
NAME: ……………………………………………….
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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24. Purple Moon Theatre
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)
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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25. Purple Moon Theatre
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?
• 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?
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26. Purple Moon Theatre
• How do I feel about them? Does thinking about them make me smile, cry
or feel strange??
Diary Entry– My Thoughts on Death
Dear Diary,
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