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Celestial Being celestial Being by Dave Deveau Presented with support from: celestial Being Green Thumb Theatre presents Celestial Being by Dave Deveau Cast Celeste Katey Hoffman Martin Jordan Jenkins Production Staff Director Patrick McDonald Stage Manager Heather Thompson Set, Prop & Costume Design Drew Facey Sound Design Patrick Pennefather Office Staff Artistic Director Patrick McDonald General Manager Nadine Carew Production Manager Rachael King Tour Coordinator Michele Frazer Artistic Associate Shawn Macdonald Fundraising Coordinator Jessica Choi Marketing Coordinator Robyn Lamb Bookkeeper Susan Cai Green Thumb Theatre is a member of the Professional Association of Canadian Theatres and engages, under the terms of the Canadian Theatre Agreement, professional Artists who are members of Canadian Actors’ Equity Association. www.greenthumb.bc.ca 2 www.greenthumb.bc.ca Celestial Being About this Study Guide This Study Guide will help you decide how to prepare your students to see the play. Included here are suggestions on how to work the performance into your curriculum and ideas on how to promote classroom discussions. This Study Guide was written by Amy Thomasson. Amy studied Theatre and Film at Queen’s University before starting her Masters degree in Theatre Education at Simon Fraser University in Vancouver. She is the author of several Green Thumb Study Guides and hopes that Celestial Being will help to encourage inclusion, and open discussion about Asperger Syndrome in the elementary school classroom. She currently lives and works in Berlin, Germany. Many of the exercises in this guide are not original creations of the author. The author of the guide is not attempting to claim the exercises as her own invention. Where no credit is given, the original source is unknown. Rights are Reserved for the contents included in the Celestial Being Study Guide. Photo by Jennifer Greenhorn www.greenthumb.bc.ca 3 celestial Being Table of Contents Company List 2 About this Guide 3 Table of Contents 4 Synopsis & Characters 5 Background & Discussion 6 - 8 Show Etiquette & Tips 9 -10 Curriculum Connections- Kindergarten & Grade 1 11 Curriculum Connections- Grades 2 & 3 12 Curriculum Connections- Grades 4 & 5 13 Curriculum Connections- Grades 6 & 7 14 Activities & Worksheets 15 - 23 Resources for Teachers 25 Resources for Students 26 Thank You & Answer Key 27 www.greenthumb.bc.ca 4 www.greenthumb.bc.ca Celestial Being Synopsis & Characters Synopsis Celeste is building a top-secret spaceship so that she can go back to Celestia, her home planet where she really belongs. She definitely doesn’t fit in at school and, now that she has been diagnosed with Asperger Syndrome, it seems even worse. Miriam, who used to be her best friend, is constantly teasing her and calling her a “space case”. Martin, the new kid in Celeste’s class, likes talking about space almost as much as she does but it is hard to know if he can be trusted, after all, she is pretty sure he is a Martian from Mars. Characters Celeste- 9 years old. An imaginative kid who has trouble with social interactions. Has recently been diagnosed with Asperger Syndrome. Martin- 9 years old. The new kid in Celeste’s class. Photo by Moonrider Productions www.greenthumb.bc.ca 5 celestial Being Background & Discussion After the play, your students may have questions about Asperger Syndrome or you may want to lead a conversation about Autism Spectrum Disorders to help your students better understand the challenges that some of their peers face. This section of the study guide will provide background information about Autism Spectrum Disorders in general, and Asperger Syndrome specifically, to help you talk about the play with your class. Autism Spectrum Disorders 3 Main Impairments Associated According to the National Autistic Society (UK), with ASD: an Autism Spectrum Disorder (ASD) is a “lifelong 1. Difficulty with social interaction: Someone with ASD developmental disability that affects the way a person may have trouble recognizing and understanding the communicates with, and relates to, other people. It feelings of others and managing their own feelings. also affects how they make sense of the world around them” 2. Difficulty with social communication: Verbal and non-verbal communication (gesture, tone of voice, facial In the play, Celeste has been diagnosed with Asperger expressions) are challenging and sometimes impossible Syndrome, which is a form of Autism Spectrum for someone with ASD to understand and/or use. Disorder, often considered to be “high-functioning autism”. People with Asperger Syndrome can be of 3. Difficulty with social imagination: For someone with average or above-average intelligence and usually ASD it can be hard to predict and understand behaviour have less difficulty with speech than others on the and intentions of others and to imagine outcomes or cope Autism Spectrum. They may, however still have with new or unfamiliar situations. [1] difficulty understanding and processing language. Autism is also associated with sensory issues including high or low sensitivity to sound, touch, taste, smell, light or colour. This can make daily life overwhelming in a way that is hard to understand for people who don’t have ASD. [1] Source: The National Autistic Society Autism Spectrum Disorders: a resource pack for school staff. 2013. www.greenthumb.bc.ca 6 www.greenthumb.bc.ca Celestial Being Background & Discussion ASD and Celestial Being ASD can be expressed many different ways but the common difficulty with social interaction and communication makes the school environment overwhelming and full of obstacles for any child with ASD. Some Key Obstacles at School for Students with ASD: • Social interaction is challenging for children with ASD so they tend to have particular difficulties with “fitting in” and learning to play with others. • Because so much communication can happen through gesture, tone of voice and facial expression, ASD students often have trouble understanding what their teacher is asking of them or following a lesson. • Routine is important to most children with ASD and because it is hard to imagine or anticipate situations or outcomes, changes in the school schedule can be quite stressful and hard for a student to adapt to. • While many students who have high-functioning autism or Asperger Syndrome are of average or above intelligence, they often struggle in subjects and activities that include or rely on abstract ideas. • Students with ASD have low awareness of other people’s emotions and unwritten social rules, so they can have trouble making and keeping friends. www.greenthumb.bc.ca 7 celestial Being Background & Discussion ASD and Celestial Being Imagination: Bullying: In the play, Celeste has an active imagination and is In the play, Celeste experiences her Asperger able to take her rocket ship all the way to the edge Syndrome as something that makes her “alien” to the of the Solar System. While a child with ASD may lack other kids in her class. She is constantly trying to keep social imagination, or the ability to anticipate/predict up with the changing “t-shirt” rule and is confused what will happen next, they can, like Celeste, be very by the way Miriam is acting towards her. She takes creative, imaginative, and excel at specific all-absorb- Miriam’s bullying literally and really believes that she ing interests. is from outer-space (a feeling that resonates with the challenge of being identified as “different” from the Repetition: other kids). She is reluctant to go to school at the beginning of the play because of the way she is treated Celeste chooses repetitive behaviour to cope with by the other students. situations that are difficult for her. For many children with ASD it is hard to cope with change, emotions, or Like Celeste, children with ASD often experience sensory overloads and they may rely on repetition to bullying. In fact, studies have shown that students give them a sense of structure, calm and normalcy. with ASD are more likely to be bullied. This is partly Celeste repeats the planets of the solar system over because their peer group can tell that they behave and over to calm herself down when something is “differently”, partly because bullies enjoy getting an upsetting. upset reaction (which is easily achieved when a child with ASD’s routine is interrupted or they are put in an unfamiliar situation), and partly because a student with ASD may be missing the social cues to know that their bully is in fact being mean to them. (Szalavitz, Maia Why Autistic Kids Make Easy Targets for School Bullies Time Magazine Online, September 2012. http://healthland.time.com/2012/09/05/why-autistic- kids-make-easy-targets-for-school-bullies ) For more information and useful classroom tips about Autism and Asperger Syndrome, please consult the resources listed on page 24 www.greenthumb.bc.ca 8 www.greenthumb.bc.ca Celestial Being Show Etiquette & Tips Before the Performance The theatre is a place where many people gather together to enjoy live performance. It is important to remember that other students and teachers would like to see and hear the show. It is also interactive and the performers can be distracted by disruptions from the audience. As such, here are a few things to consider when watching any live performance. Please take a minute to review the following notes and share them with your students. Some Notes on Theatre Etiquette More Info for Teachers • Anything that beeps, buzzes or chimes needs to Students and teachers should remain seated during be turned off completely. The light your phone the performance. creates when texting is often just as distracting so that is why you should turn your phone off, rather Washroom trips should be discussed as a group and than just muting it. planned prior to the performance. Tell students the length of the performance so they can anticipate • Photos and videos are not permitted in the when they will be able to get to a washroom AFTER theatre.
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