Peter Pan Jr. Audition Packet Bring This Packet to Class Next Week for Auditions!
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Peter Pan Education Pack
PETER PAN EDUCATION PACK Contents Introduction ............................................................................................................................... 3 Peter Pan: A Short Synopsis ....................................................................................................... 4 About the Writer ....................................................................................................................... 5 The Characters ........................................................................................................................... 7 Meet the Cast ............................................................................................................................ 9 The Theatre Company ............................................................................................................. 12 Who Would You Like To Be? ................................................................................................... 14 Be an Actor .............................................................................................................................. 15 Be a Playwright ........................................................................................................................ 18 Be a Set Designer ..................................................................................................................... 22 Draw the Set ............................................................................................................................ 24 Costume -
Welcome to Peter Pan Ward
Welcome to Peter Pan Ward Information for families Great Ormond Street Hospital for Children NHS Trust This leaflet explains about the facilities available on Peter Pan Ward and what to expect when your child comes to the ward. About the ward size bed, he or she may need to stay on Peter Pan Ward is a surgical ward for another ward. Peter Pan Ward is fully children having ear, nose and throat accessible to disabled children and holds (ENT) surgery, maxillofacial (jaw and relevant equipment, such as hoists and facial) surgery, cleft lip and/or palate sliding boards. The ward has a disabled repair, dental surgery, plastic surgery or toilet and bathing facilities. There is also having cochlear implants fitted. Children of another bathroom on the ward that can any age (up to and including adolescence) be used by children and their parents. stay on Peter Pan Ward, although the The ward is arranged in two wings and majority are under five years’ old. there are 18 beds on the ward overall. The ward has a full complement of These are arranged in two bays of four nursing staff and the clinical nurse and five beds, a nursery holding three specialists for tracheostomies and ENT cots and six side rooms. Your child will surgery are based on Peter Pan Ward. be nursed in a bay as the side rooms are Other members of the team include our usually allocated to children who either play specialist, health care assistants, have an infection or who have to be admissions and administration staff. -
Fantastical Worlds and the Act of Reading in Peter and Wendy, the Chronicles of Narnia, and Harry Potter
Bucknell University Bucknell Digital Commons Master’s Theses Student Theses Spring 2021 Fantastical Worlds and the Act of Reading in Peter and Wendy, The Chronicles of Narnia, and Harry Potter Grace Monroe Bucknell University, [email protected] Follow this and additional works at: https://digitalcommons.bucknell.edu/masters_theses Part of the Children's and Young Adult Literature Commons, and the Literature in English, British Isles Commons Recommended Citation Monroe, Grace, "Fantastical Worlds and the Act of Reading in Peter and Wendy, The Chronicles of Narnia, and Harry Potter" (2021). Master’s Theses. 247. https://digitalcommons.bucknell.edu/masters_theses/247 This Masters Thesis is brought to you for free and open access by the Student Theses at Bucknell Digital Commons. It has been accepted for inclusion in Master’s Theses by an authorized administrator of Bucknell Digital Commons. For more information, please contact [email protected]. I, Grace Monroe, do grant permission for my thesis to be copied. FANTASTICAL WORLDS AND THE ACT OF READING IN PETER AND WENDY, THE CHRONICLES OF NARNIA, AND HARRY POTTER by Grace Rebecca Monroe (A Thesis) Presented to the Faculty of Bucknell University In Partial Fulfillments of the Requirements for the Degree of Master of Arts in English : Virginia Zimmerman : Anthony Stewart _____May 2021____________ (Date: month and Year) Next moment he was standing erect on the rock again, with that smile on his face and a drum beating within him. It was saying, “To die would be an awfully big adventure.” J.M. Barrie, Peter and Wendy Acknowledgements I would like to thank the many people who have been instrumental in my completion of this project. -
Study Guide for Educators
Study Guide for Educators A Musical Based on the Play by Sir James M. Barrie Music by Mark Charlap Additional Music by Jule Styne Lyrics by Carolyn Leigh Additional Lyrics by Betty Comden and Adolph Green Originally Adapted and Directed by Jerome Robbins 1 This production of Peter Pan is generously sponsored by: Ng & Ng Dental and Eye Care Joan Gellert-Sargen Jerry & Sharon Melson Ron Tindall, RN Welcome to the Pacific Conservatory Theatre A NOTE TO THE TEACHER Thank you for bringing your students to the Pacific Conservatory Theatre at Allan Hancock College. Here are some helpful hints for your visit to the Marian Theatre. The top priority of our staff is to provide an enjoyable day of live theatre for you and your students. We offer you this study guide as a tool to prepare your students prior to the performance. SUGGESTIONS FOR STUDENT ETIQUETTE Note-able behavior is a vital part of theater for youth. Going to the theater is not a casual event. It is a special occasion. If students are prepared properly, it will be a memorable, educational experience they will remember for years. 1. Have students enter the theater in a single file. Chaperones should be one adult for every ten students. Our ushers will assist you with locating your seats. Please wait until the usher has seated your party before any rearranging of seats to avoid injury and confusion. While seated, teachers should space themselves so they are visible, between every groups of ten students. Teachers and adults must remain with their group during the entire performance. -
Verge 10 Anna Richardson Broken Fragments
Verge 10 Anna Richardson Broken Fragments of Immortality: Why People Will Always Love Peter Pan Elbow-deep into my research, I asked my fifty-four year old mother why she liked Peter Pan. She was visiting for the weekend, and while discussing my project had expressed her deep sentiments for Peter Pan. I was curious. I simply asked what it was about the story, and about the boy himself, that she found so appealing. She told me that she hadn’t wanted to grow up as a child, that Neverland had been so full of adventure and possibility. Frowning slightly, she said, “You know, I just was Peter Pan.” Chances are that many people, of varying ages, will answer similarly when asked about their feelings for Peter Pan. The boy who wouldn’t grow up has a firm grasp on the hearts and minds of generations of people across the globe who, being human, would give anything to stop time from steamrolling ahead, even if just for a few days. What is so fascinating about this phenomenon is that the story, the play, the movies, and the boy himself are inherently tragic, ridden with dilemmas and life-altering decisions. Peter is a “betwixt and between,” as author J. M. Barrie called him, part boy, part bird, part specter (Wiggins 95). Indeed, Peter Pan was not simply a character inked into being, living only on the page. He first came into existence via the childhood games of Barrie and the five Llewelyn Davies boys with whom Barrie had a strong personal relationship, becoming their main caregiver after their parents died. -
Peter Pan Character List
Peter Pan Character List A two-act play adaptation of the novel by J.M. Barrie Darling Home Wendy Darling 15 years old John Darling 14 years old Michael Darling 10 years old Mary Darling Their Mother George Darling Their Father Great Aunt Agatha Their Great Aunt Liza The Darlings’ maid Cartwright The Darling’s butler Nana /Croc The Darlings’ St. Bernard / the Croc Lost Boys Peter Pan The boy who never grew up Rufio The most intense and angry lost boy Pockets Second in command known for stealing Dodge Always finds ways to get out of trouble using charm Patches The troublemaker – likes to get everyone fighting Glut Constantly eats and smells terrible Ace Fast and a fast talker Thud Known for his physical strength Rat Never can be trusted – even by Lost Boys Latchboy Can get out any lock, very wiry Prentiss Still learning what it is to be a lost boy Curly Not very smart but very loveable James Tries to use reason – which no one listens to. Danny Taken with Glut – very smart – no one listens to him Laddie Ends up getting taken with Glut, scared of everything The Pirates Captain Hook The Captain Smee Captain Cook’s loyal assistant Gentleman Starkey The First Mate – does not tolerate anything Robert Mullins The Ships Gunner Billy Jukes Youngest pirate Hector Is grumpy all of the time Cecco A pirate of Italian Descent Mr. Holiday Loves his mustache – vain Alf Lazy –hates being a pirate Morgan More of a Dandy than a Pirate Cookson The worst cook Chay Loves everything about being a Pirate Hawkins The Doctor Bellamy His brother is a lost boy – very conflicted Norrington Wants to get rid of Hook and take over The Tribe Tiger Lily The Chiefs daughter Mano The Chief and father of Tiger Lily Lea The Mother of Tiger Lily Kona The Old Mother of the Chief – very set in her ways Kalani Is a true fighter, yet never given the chance Loni Best at the bow - also wants to be a fighter Kalena Mean. -
“All the Men Here Have the Peter Pan Syndrome— They Don't Want to Grow Up”: Navajo Adolescent Mothers' Intimate Partne
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications, Department of Child, Youth, Child, Youth, and Family Studies, Department of and Family Studies 2010 “All the Men Here Have the Peter Pan Syndrome— They Don’t Want to Grow Up”: Navajo Adolescent Mothers’ Intimate Partner Relationships—A 15-Year Perspective Rochelle L. Dalla University of Nebraska-Lincoln, [email protected] Alexandria M. Marchetti University of Nebraska-Lincoln Elizabeth (Beth) A. Sechrest University of Nebraska-Lincoln Jennifer L. White FUonilvloerwsit ythi of sN aendbras akdda-Litinioncolnal works at: http://digitalcommons.unl.edu/famconfacpub Part of the Developmental Psychology Commons, Domestic and Intimate Partner Violence Commons, Family, Life Course, and Society Commons, Gender and Sexuality Commons, Inequality and Stratification Commons, Other Psychology Commons, Other Sociology Commons, Place and Environment Commons, Race and Ethnicity Commons, Regional Sociology Commons, Rural Sociology Commons, Social Control, Law, Crime, and Deviance Commons, and the Sociology of Culture Commons Dalla, Rochelle L.; Marchetti, Alexandria M.; Sechrest, Elizabeth (Beth) A.; and White, Jennifer L., "“All the Men Here Have the Peter Pan Syndrome— They onD ’t Want to Grow Up”: Navajo Adolescent Mothers’ Intimate Partner Relationships—A 15-Year Perspective" (2010). Faculty Publications, Department of Child, Youth, and Family Studies. 187. http://digitalcommons.unl.edu/famconfacpub/187 This Article is brought to you for free and open access by the Child, Youth, and Family Studies, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications, Department of Child, Youth, and Family Studies by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. -
Open Gencarelli Alicia Peterpan.Pdf
THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF ENGLISH “TO LIVE WOULD BE AN AWFULLY BIG ADVENTURE”: MASCULINITY IN J.M. BARRIE’S PETER PAN AND ITS CINEMATIC ADAPTATIONS ALICIA GENCARELLI SUMMER 2017 A thesis submitted in partial fulfillment of the requirements for a baccalaureate degree in English with honors in English Reviewed and approved* by the following: Garrett Sullivan Liberal Arts Research Professor of English Thesis Supervisor Marcy North English Honors Advisor Honors Adviser * Signatures are on file in the Schreyer Honors College. i ABSTRACT This thesis discusses the representation of masculinity in J.M. Barrie’s novel, Peter Pan, as well as in two of its cinematic adaptations: Disney’s Peter Pan and P.J. Hogan’s Peter Pan. In particular, I consider the question: What exactly keeps Peter from growing up and becoming a man? Furthermore, I examine the cultural ideals of masculinity contemporary to each work, and consider how they affected the work’s illustration of masculinity. Then, drawing upon adaptation theory, I argue that with each adaptation comes a slightly variant image of masculinity, producing new meanings within the overall narrative of Peter Pan. This discovery provides insight into the continued relevance of Peter Pan in Western society, and subsequently, how a Victorian children’s adventure fiction is adapted to reflect contemporary ideologies and values. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS ......................................................................................... iii Introduction -
Obsessive Love and Nostalgia for Neverland: the Dark Side Of
University of North Georgia Nighthawks Open Institutional Repository Department of English Capstone Abstracts Department of English Spring 2016 Obsessive Love and Nostalgia for Neverland: The Dark Side of Fantasy Fiction in John Logan's Peter and Alice Jansen Castleberry University of North Georgia, [email protected] Follow this and additional works at: http://digitalcommons.northgeorgia.edu/eng_capstone Part of the English Language and Literature Commons Recommended Citation Castleberry, Jansen, "Obsessive Love and Nostalgia for Neverland: The aD rk Side of Fantasy Fiction in John Logan's Peter and Alice" (2016). Department of English Capstone Abstracts. 6. http://digitalcommons.northgeorgia.edu/eng_capstone/6 This Article is brought to you for free and open access by the Department of English at Nighthawks Open Institutional Repository. It has been accepted for inclusion in Department of English Capstone Abstracts by an authorized administrator of Nighthawks Open Institutional Repository. Jansen Castleberry Fall 2015 Abstract Obsessive Love and Nostalgia for Neverland: The Dark Side of Fantasy Fiction in John Logan’s Peter and Alice John Logan’s play Peter and Alice explores the relationships of the people behind Peter Pan and Alice in Wonderland. Peter Llewelyn Davies and Alice Hargreaves meet in a bookshop and reminisce about the authors and fictional characters that helped develop their identities. All characters in the play, J.M. Barrie, Lewis Carroll, Peter Pan, and Alice in Wonderland help expose dark secrets about Peter and Alice while helping them connect to one another. Throughout his play, Logan shows the reality and repercussions of fantasy fiction. Peter and Alice illustrates how the biographical backgrounds of Peter and Alice have woven together with Peter Pan and Alice in Wonderland to create a darker legacy for once lighthearted children’s stories. -
Peter Pan, Ken Sin Gt Gardens 5 from the Little
PETER PAN , K E N SIN G T GARD E N S FROM 5 THE L ITTL E WHITE B IRD Y J M ' B ARRIE NEW E D IT ION IL L UST RATED B Y A RT HUR RACKHAM L ON D ON HOD D E R 8 ‘ STOUC-HTON T O SYL V IA A N D ARTHUR L L EWEL YN D AV IES A N D T HEIR BOYS (MY B OYS) C ON T E N T S CHAPTER I TH E GRAND TOU R OF TH E GARD ENS CHAPTER II PETER PAN CHAPTER III TH E TH RUSH ’S N EST CHAPTER IV LOCK-OUT TIME CHAPTER V TH E LITTLE H OUSE . CHAPTER V I P ETER’S GOAT DAVI D COL OURED IL L USTRATIONS ’ ’ I Frontzrpzece PAGE “S t K are w The ensington Gardens in London , here the Kin g lives . w th e ballo o n s wh o 3 The lady ith , sits just outside In W m th e ho 4 . the Broad alk you eet all people w are worth knowing . m w c is th e the W 5 The Hu p , hi h part of Broad alk where all th e big ra c es are ru n 4 is m h as c 6. There al ost nothing that su h a keen sense of fun as a fallen leaf is is 7 . The Serpentine a lovely lake , and there a m If drowned forest at th e botto of it . -
Peter Pan by J. M. Barrie Grade Level: Second Presented By: Pamela Lee and Margaret Davenport, R
Peter Pan by J. M. Barrie Grade Level: Second Presented by: Pamela Lee and Margaret Davenport, R. B. Green Elementary School, 122 W. Whittier, San Antonio, TX Length of Unit: 16 lessons I. ABSTRACT This unit focuses on literature and the unique aspects that reflect inner-self and place for second graders. Students identify and organize details of a story. They distinguish fact from fantasy by comparing literary characters to their own experiences. Students create major land and water formations in 3-D as well as symbolically. An understanding of interactions between characters is shown through adaptations to various physical environments. An extensive vocabulary is developed through writing for a variety of audiences in various forms. II. OVERVIEW The Second Grade Core Knowledge Sequence is designed to enable children to read and comprehend text written for Second Grade students. Each lesson in this unit provides an opportunity for students to build knowledge so that comprehension will increase. Recognizing that literature and art reflect the inner life of people and developing an awareness of place and how literature reflects the unique aspects of that place are the underlying concepts in this unit. A. Concept Objectives: 1. Students will recognize that literature and art reflect the inner life of people 2. Students will develop an awareness of place and understand how literature reflects the unique aspects of that place. B. Content Objectives: Peter Pan by J.M.Barrie C. Skill Objectives: 1. The student will distinguish between realistic fiction and fantasy; recite a simple poem from memory. 2. The student will identify major land and water formations. -
AN ANALYSIS of the AMERICAN FILM ADAPTATIONS of PETER PAN * MIRALLES LÁZARO , Javier [email protected]
THE STOLEN FAIRY DUST: AN ANALYSIS OF THE AMERICAN FILM ADAPTATIONS OF PETER PAN * MIRALLES LÁZARO , Javier [email protected] Fecha de recepción: 16 de julio de 2013 Fecha de aceptación: 29 de julio de 2013 Título: «El polvo de hadas robado: Un análisis de las adaptaciones de Peter Pan en el cine americano» Resumen: Este trabajo tiene por objeto realizar un estudio comparativo entre Peter Pan del autor escocés J.M. Barrie y su posterior conversión al cine. Para ello, analizamos el proceso de adaptación en cuatro películas que, además de ser bien conocidas por el público, comparten la característica de haber sido producidas por estudios de cine americanos. Ateniéndonos al carácter original de la obra, adoptaremos un enfoque que nos permita reconocer las similitudes y diferencias entre el texto literario y el texto fílmico. Así pues, observaremos cómo, a través de sus numerosas recreaciones, la industria de Hollywood se ha apropiado de un relato mítico de la literatura inglesa y lo ha convertido en un producto «made in U.S.A.». Palabras clave: J.M. Barrie – cine – adaptación – derechos de autor – W. Disney – S. Spielberg Abstract: This paper aims to conduct a comparative study between Peter Pan by the Scottish author J.M. Barrie and its subsequent conversion into film. To do this, we analyse the process of adaptation in four films which, besides being well known by the public, share the characteristic of having been produced by American film studios. Guided by the original character of the work, we will adopt an approach that allows us to recognise the similarities * Este trabajo ha contado con la guía de la Dra.