proudly present
Book and Lyrics by Alyn Cardarelli
Music by Steve Goers
Study Guide
Researched and Developed by Kathryn M. Pelkey, Educational Resources Associate
With Assistance from Catie Councell and Traci Weisberg
Teachers
This Study Guide is intended for teachers whose students will be attending Aurora Theatre’s matinee
performances of Peter Pan & Wendy. Through this guide, we hope to provide teachers with discussion
topics and activities for both before and after the show. Some are more appropriate for given grades
than others. We believe that reflecting upon the theatrical experience and the ideas and themes
within a play can provide ideas for important arts education activities for children.
The following activities are meant to reinforce images and themes from Peter Pan & Wendy; however,
it is not mandatory that any of the study guide activities be done in order to understand and enjoy the
performance.
1
Peter Pan & Wendy is a co-production of Aurora Theatre and Synchronicity
Theatre.
What is a co-production? Well, we are glad you asked.
A co-production (or ‘co-pro’) is when two (or more) theatres come together
to share the work of creating a play, and then share it with their audiences
in different geographic areas. Synchronicity and Aurora Theatres first
worked together to stage Petite Rouge both for Aurora’s Learning Library
and for Synchronicity’s Atlanta audience. This year, the companies have
come together again to create Peter Pan & Wendy, which features all
professional actors, some of which are part of Aurora Theatre’s Apprentice
Company. After the rehearsal process, the show will open at Aurora for a
three-week run for school children in the greater Gwinnett County area.
Then the set, costumes and props will be put on a truck and will travel to
Atlanta for a four-week run at Synchronicity’s home venue – 14th Street
Playhouse during the month of December. It will next travel to the Marcus
Jewish Community Center for a two-week engagement at Company J in early
2014.
Aurora Theatre has a unified vision of our role,
as a professional theatre, in this community. We
are committed to producing quality, professional
theatre for the Southeast, North Georgia, and
our most ardent supporters, the residents of
Gwinnett County. We serve these communities
by offering entertainment that nurtures a love of theatre and develops a
new generation of theatre goers. The City of Lawrenceville recognized the
positive economic impact the arts have on its community and invited Aurora
Theatre to serve as the cornerstone for their revitalization. In a unique
partnership between city government, private development and a non-profit
charity, the city purchased a 100-year-old church and together with Aurora
Theatre transformed the space into a $7.5 million theatre complex. Now,
Aurora Theatre houses 2 performance spaces, boasts 3600 season ticket
holders, produces over 300 events annually and entertains 50,000 visitors.
In only 17 short years of operation, Aurora Theatre has become the largest
arts organization in Gwinnett County and the fastest growing theatre in
Metropolitan Atlanta. Under the artistic leadership of founders and Artistic
2
Directors Anthony Rodriguez and Ann-Carol Pence, Aurora Theatre is a nonprofit, tax-exempt organization and is a member of Gwinnett Chamber of
Commerce, Theatre Communications Group, National Alliance for Musical
Theatre, the Suzi Bass Awards and Atlanta Performs. To learn more, visit
www.auroratheatre.com. Synchronicity
Theatre
activates
communities
toward
social
change
through
powerful,
transformative
theatrical experiences. In collaboration,
Synchronicity supports women artists,
forges
long-term
and
effective
community partnerships and develops
new works. Founded in 1997 by four women dedicated to working
collaboratively to bring challenging, meaningful theatre to Atlanta audiences,
we produced our first full season and incorporated as a 501(c)3 in 2000. Now
in our 16th Season, Synchronicity is led by Producing Artistic Director Rachel
May and Managing Director Dee Sandt. Each year we produce 2 plays in our
Bold Voices Series and 2 plays in our Family Series. We present our ongoing
award-winning Playmaking for Girls program with girls in the juvenile justice
system. Finally, the company is committed to developing new work, primarily
by female playwrights, which we do through new play commissions, ensemblecreated plays, national joint world premieres and our bi-annual SheWrites
competition and new play festival for female playwrights. More about
Synchronicity at www.synchrotheatre.com.
3
Academic Knowledge and Skills
The list below represents some of the AKS associated with the script for Peter Pan
& Wendy that will be employed through each student’s attendance.
KINDERGARTEN
KLA_A2012-1
KLA_A2012-2
KLA_A2012-3
KLA_A2012-8
KLA_A2012-9
KLA_B2012-10
KLA_D2012-26
KLA_D2012-30
KLA_E2012-31
KLA_E2012-32
KLA_E2012-33
KLA_E2012-34
KLA_E2012-35
KLA_E2012-36
KLA_F2012-37
KLA_F2012-38
KMA_A2012-4
KMA_A2012-13
KMA_A2012-14
KMA_A2012-17
Language Arts
Ask and answer questions about key details in a text, with prompting and support
Retell familiar stories, including key details, with prompting and support
Identify characters, settings, and major events in a story, with prompting and support
Compare and contrast the adventures and experiences of characters in familiar stories,
with prompting and support
Engage in group reading activities, including choral speaking and creative drama, with
purpose and understanding
Ask and answer questions about key details in a text, with prompting and support
Use a combination of drawing, dictating, and writing to narrate a single event or several
loosely linked events, tell about the events in the order in which they occurred, and
provide a reaction to what happened
Recall information from experiences or gather information from provided sources to
answer a question, with guidance and support from adults
Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups
Confirm understanding of written texts read aloud or information presented orally or
through other media by asking and answering questions about key details and requesting
clarification if something is not understood
Ask and answer questions in order to seek help, get information, or clarify something
that is not understood
Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail
Add drawings or other visual displays to descriptions as desired to provide additional
detail
Speak audibly and express thoughts, feelings, and ideas clearly
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing
Mathematics
Demonstrate the relationship between numbers and quantities to 20; connect counting
to cardinality
Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations
Add and subtract within 10 using objects or drawings to represent the problem
Add and subtract within 5 fluently
4
KSS_B2008-2
KSS_C2008-5
KSS_C2008-6
KGM_A2011-1
KGM_C2011-6
KGM_C2011-7
KGM_D2011-8
KGM_D2011-9
KHE_B2009-2
KHE_H2009-9
KHE_H2009-10
KVA_A2011-1
KVA_C2011-9
KVA_C2011-10
KVA_A2011-11
Social Studies
Compare similarities and differences
Explain that a map is a drawing of a place and a globe is a model of the earth
Identify city’s geographic location in the world
General Music
Sing, alone and with others, a varied repertoire of music
Listen to, analyze, and describe music
Evaluate music and music performances
Understand relationships between music, the other arts, and disciplines outside the
arts
Explore music in relation to history and culture
Health
Recognize safe practices that should be followed in the home, school, and community
Identify family members and their roles
Discuss different ways children can contribute to and benefit from their family
Visual Arts
Engage in the creative process to generate and visualize ideas
Understand and apply media, techniques, and processes of three-dimensional works of
art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe
and appropriate manner to develop skills
Participate in appropriate exhibition(s) of artworks
Discuss own artwork and the artwork of others
FIRST GRADE
1LA_A2012-1
1LA_A2012-2
1LA_A2012-3
1LA_D2012-24
1LA_D2012-30
1LA_E2012-31
1LA_E2012-32
1LA_E2012-34
1LA_E2012-35
1LA_E2012-36
1LA_F2012-37
Language Arts
Ask and answer questions about key details in a text
Retell stories, including key details, and demonstrate understanding of their central
message or lesson
Describe characters, settings, and major events in a story, using key details
Write opinion pieces in which they introduce the topic or name the book they are
writing about, state an opinion, supply a reason for the opinion, and provide some sense
of closure
Recall information from experiences or gather information from provided sources to
answer a question, with guidance and support from adults
Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups
Ask and answer questions about key details in a text read aloud or information
presented orally or through other media
Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly
Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings
Produce complete sentences when appropriate to task and situation
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking
5
1LA_F2012-38
1MA_A2012-5
1MA_A2012-6
1SC_B2007-9
1SS_A2008-1
1SS_B2008-3
1GM_A2011-1
1GM_C2011-6
1GM_C2011-7
1GM_D2011-8
1GM_D2011-9
1HE_B2009-2
1VA_A2011-1
1VA_C2011-6
1VA_C2011-9
1VA_C2011-10
1VA_D2011-11
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing
Mathematics
Relate counting to addition and subtraction
Add and subtract within 20, demonstrating fluency for addition and subtraction within
10 (e.g., counting on, making ten, decomposing a number leading to a ten, using the
relationship between addition and subtraction, and creating equivalent but easier or
known sums)
Science
Identify how natural resources and their conservation impact our daily lives and those
of future generations
Social Studies
Use cardinal directions
Compare similarities and differences
General Music
Sing, alone and with others, a varied repertoire of music
Listen to, analyze, and describe music
Evaluate music and music performances
Understand relationships between music, the other arts, and disciplines outside the
arts
Understand music in relation to history and culture
Health
Demonstrate ways to prevent and respond to safety risks in and around the home,
school, and/or community
Visual Arts
Engage in the creative process to generate and visualize ideas
Create artworks based on personal experiences and selected themes
Understand and apply media, techniques, and processes of three-dimensional works of
art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe
and appropriate manner to develop skills
Participate in appropriate exhibition(s) of artworks
Discuss own artwork and the artwork of others
SECOND GRADE
2LA_A2012-1
2LA_A2012-2
2LA_A2012-3
2LA_A2012-8
Language Arts
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text
Recount stories, including fables and folktales from diverse cultures, and determine
their central message, lesson, or moral
Describe how characters in a story respond to major events and challenges
Compare and contrast two or more versions of the same story (e.g., Cinderella stories)
by different authors or from different cultures
6
2LA_D2012-27
2LA_E2012-29
2MA_A2012-1
2MA_A2012-2
2SC_D2007-13
2SS_A2008-1
2SS_B2008-8
2GM_A2011-1
2GM_C2011-6
2GM_C2011-7
2GM_D2011-8
2GM_D2011-9
2VA_A2011-1
2VA_C2011-6
2VA_C2011-9
2VA_C2011-10
Participate in shared research and writing projects (e.g., read a number of books on a
single topic to produce a report; record science observations)
Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups
Mathematics
Solve one- and two-step word problems to 100 using addition and subtraction involving
situations of adding to or putting together, taking from, taking apart or comparing (e.g.,
by using drawings and equations with a symbol for the unknown number to represent the
problem)
Use addition facts of two one-digit numbers
Science
Investigate the life cycles of different organisms to understand the diversity of life
Social Studies
Use cardinal directions
Compare similarities and differences
General Music
Sing, alone and with others, a varied repertoire of music
Listen to, analyze, and describe music
Evaluate music and music performances
Understand relationships between music, the other arts, and disciplines outside the
arts
Understand music in relation to history and culture
Visual Arts
Engage in the creative process to generate and visualize ideas
Create artworks based on personal experience and selected themes
Understand and apply media, techniques, and processes of three-dimensional works of
art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe
and appropriate manner to develop skills
Participate in appropriate exhibition(s) of artworks
THIRD GRADE
3LA_A2012-1
ELACC3RL1
3LA_A2012-2
ELACC3RL2
3LA_A2012-3
ELACC3RL3
3LA_D2012-22
ELACCW1
3LA_D2012-24
ELACC3W3
3LA_D2012-25
ELACC3W4
Language Arts
Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for answers
Recount stories, including fables, folktales and myths from diverse cultures; determine
central message, lesson, or moral and explain how it is conveyed through key details in
the text
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events
Write opinion pieces on topics or texts, supporting a point of view with reasons
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences
Produce writing in which the development and organization are appropriate to task and
purpose, with guidance and support from adults
7
3LA_D2012-28
ELACC3W7
3LA_D2012-29
ELACC3W8
3LA_D2012-30
ELACC3W10
3LA_E2012-31
ELACC3SL1
3LA_E2012-33
ELACC3DL3
ELA_E2012-34
ELACC3DL4
3LA_E2012-36
ELACC3DL6
3LA_F2012-37
ELACC3L1
3LA_F2012-38
ELACC3L2
3LA_F2012-39
ELACC3L3
3LA_F2012-41
ELACC3L5
3MA_A2012-1
MCC3.0A.1
3MA_D201225/MCC3.MD.1
3SC_A2006-1
3SC_D2006-12
3SS_A2008-1
3SS_A2008-2
3SS_A2008-3
3SS_A2008-5
3SS_A2008-6
3SS_A2008-8
3SS_A2008-9
Conduct short research projects that build knowledge about a topic
Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories
Write routinely over extended time frames (time for research, reflection and revision)
and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes and audiences
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas
and expressing their own clearly
Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail
Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace
Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing
Use knowledge of language and its conventions when writing, speaking, reading, or
listening
Demonstrate understanding of figurative language, word relationships and nuances in
word meanings, with guidance and support from adults
Mathematics
Interpret products of whole numbers using repeated addition, array models and
counting by multiples (skip counting) to correctly multiply one digit numbers
Tell and write time to the nearest minute and measure time intervals in minutes. Solve
word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram
Science
Discuss the importance of curiosity, honesty, openness, and skepticism in science and
exhibit these traits in efforts to understand how the world works
Investigate the habitats of different organisms and the dependence of organisms on
their habitat
Social Studies
Use cardinal directions
Use intermediate directions
Use a letter/number grid system to determine location
Use inch-to-inch map scale to determine distance on a map
Use map key/legend to acquire information from historical, physical, political, resource,
product, and economic maps
Draw conclusions and make generalizations based on information from maps
Use latitude and longitude to determine location
8
3SS_B2008-10
3SS_B2008-12
3GM_A2011-1
3GM_A2011-2
3GM_B2011-4
3GM_D2011-8
3GM_D2011-10
3HE_C2009-3
3HE_G2009-8
3PE_A2009-1
3VA_A2011-1
3VA_A2011-2
3VA_A2011-3
Compare similarities and differences
Identify issues and/or problems and alternative solutions
Music
Sing, along and with others, a varied repertoire of music
Perform on instruments, alone and with others, a varied repertoire of music
Improvise melodies, variations, and accompaniments
Understand relationships between music, the other arts, and disciplines outside the art
Move, alone and with others, to a varied repertoire of music
Health
Apply health skills for proper hygiene
Identify healthy ways to express emotions
Physical Education
Participate in health-enhancing physical activities
Visual Arts
Engage in the creative process to generate and visualize ideas
Formulate personal responses to visual imagery
Select and use subject matter, symbols, and/or ideas to communicate meaning
FOURTH GRADE
4LA_A2012-3
ELACC4RL3
4LA_A2012-7
ELACC4RL7
4LA_B2012-12
ELACC4RI3
4LA_C2012-20
ELACC4RF3
4LA_D2012-24
ELACC4W3
4LA_D2012-26
ELACC4W5
4LA_D2012-28
ELACC4W7
4LA_D2012-31
ELACC4W10
4LA_E2012-32
ELACC4SL1
4LA_E2012-35
ELACC4SL4
Language Arts
Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character’s thoughts, words, or actions)
Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific descriptions
and directions in the text
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
text, including what happened and why, based on specific information in the text
Know and apply grade-level phonics and word analysis skills in decoding words
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences
Develop and strengthen writing as needed by planning, revising, and editing, with
guidance and support from peers and adults
Conduct short research projects that build knowledge through investigation of
different aspects of a topic
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas
and expressing their own clearly
Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace
9
4LA_F2012-40
ELACC4L3
4LA_F2012-42
ELACC4L5
4LAF2012-43
ELACC4L6
4MA_A2012-4
MCC4.OA.3
4MA_C2012-25
MCC4.NF.3_d
4SC_A2006-1
4SC_C2006-12
4SC_D2006-15
4SS_A2008-1
4SS_A2008-2
4SS_A2008-3
4SS_A2008-5
4SS_A2008-6
4SS_A2008-9
4SS_A2008-10
4SS_B2008-13
4SS_B2008-15
4GM_A2011-1
4GM_A2011-2
4GM_B2011-4
4GM_D2011-8
4GM_D2011-10
4HE_H2009-13
4HE_H2009-14
4PE_A2009-1
4PE_D2009-10
Use knowledge of language and its conventions when writing, speaking, reading, or
listening
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings
Acquire and use accurately grade-appropriate general academic and domain-specific
vocabulary, including words and phrases that signal precise actions, emotions, or states
of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular
topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)
Mathematics
Determine the reasonableness of answers using mental computation and estimation
strategies, including rounding, when using the four operations
Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators by using visual fraction models and equations
to represent the problem
Science
Discuss the importance of curiosity, honesty, openness, and skepticism in science and
exhibit these traits in efforts to understand how to world works
Investigate the nature of light using tools
Describe the roles of organisms and the flow of energy within an ecosystem
Social Studies
Use cardinal directions
Use intermediate directions
Use a letter/number grid system to determine location
Use inch-to-inch map scale to determine distance on a map
Use map key/legend to acquire information from historical, physical, political, resource,
product, and economic maps
Use latitude and longitude to determine location
Use graphic scales to determine distances on a map
Compare similarities and differences
Identify issues and/or problems and alternative solutions
Music
Sing, alone and with others, a varied repertoire of music
Perform on instruments, alone and with others, a varied repertoire of music
Improvise melodies, variations, and accompaniments
Understand relationships between music, the other arts, and disciplines outside the art
Move, alone and with others, to a varied
repertoire of music
Health
Recognize the importance of the role that mothers and fathers play in the nurturing,
guidance, care, and support of a child
Explore the concept of basic physical and emotional changes related to maturity
Physical Education
Participate in health-enhancing fitness activities
Demonstrate and identify the purposes for activities while following rules to games and
using game-play etiquette
10
4VA_A2011-1
4VA_A2011-2
4VA_A2011-3
Visual Arts
Engage in the creative process to generate and visualize ideas
Formulate personal responses to visual imagery
Select and use subject matter, symbols, and/or ideas to communicate meaning
FIFTH GRADE
5LA_A2012-3
ELACC5RL3
5LA_A2012-6
ELACC5RL6
5LA_D2012-24
ELACC5W3
5LA_D2012-25
ELACC5W4
5LA_D2012-26
ELACC5W5
5LA_D2012-28
ELACC5W7
5LA_D2012-29
ELACC5W8
5LA_D2012-31
ELACC5W10
5LA_E2012-32
ELACC4SL1
5LA_F2012-38
ELACC5L1
5LA_F2012-39
ELACC5L2
5LA_F2012-40
ELACC5L3
5LA_F2012-42
ELACC5L5
5LA_F2012-43
ELACC5L6
5MA_C2012-15
MCC5.NF.2
5SC_A2006-1
Language Arts
Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact)
Describe how a narrator’s or speaker’s point of view influences how events are
described
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, with guidance and support from peers and adults
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic
Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work,
and provide a list of sources
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and text, building on others’ ideas
and expressing their own clearly
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing
Use knowledge of language and its conventions when writing, speaking, reading, or
listening
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings
Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases, vocabulary, including that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)
Mathematics
Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators
Science
Discuss the importance of curiosity, honesty, openness, and skepticism in science and
exhibit these traits in efforts to understand how to world works
11
Social Studies
5SS_A2008-1
5SS_A2008-2
5SS_A2008-3
5SS_A2008-5
5SS_A2008-6
5SS_A2008-9
5SS_A2008-10
5SS_B2008-13
5SS_B2009-15
5GM_A2011-1
5GM_A2011-2
5GM_B2011-4
5GM_D2011-8
5GM_D2011-10
5HE_H2009-12
5PE_A2009-1
5PE_D2009-12
5VA_A2011-1
5VA_A2011-2
5VA_A2011-3
Use cardinal directions
Use intermediate directions
Use a letter/number grid system to determine location
Use inch-to-inch map scale to determine distance on a map
Use map key/legend to acquire information from historical, physical, political, resource,
product, and economic maps
Use latitude and longitude to determine location
Use graphic scales to determine distances on a map
Compare similarities and differences
Identify issues and/or problems and alternative solutions
Music
Sing, alone and with others, a varied repertoire of music
Perform on instruments, alone and with others, a varied repertoire of music
Improvise melodies, variations, and accompaniments
Understand relationships between music, the other arts, and disciplines outside the art
Move, alone and with others, to a varied repertoire of music
Health
Describe the physical, emotional, and social changes that occur during puberty
Physical Education
Participate in health-enhancing fitness activities
Demonstrate and identify specific safety practices, rules, procedures, and etiquette
for activities.
Visual Arts
Engage in the creative process to generate and visualize ideas
Formulate personal responses to visual imagery
Select and use subject matter, symbols, and/or ideas to communicate meaning
The Aurora Theatre is a non-profit, tax-exempt organization and is a member of
Gwinnett Chamber of Commerce, Theatre Communications Group, National Alliance
for Musical Theatre, the Suzi Bass Awards and Atlanta Performs. Synchronicity Theatre is a non-profit, tax-exempt organization and is a
member of the Theatre Communications Group, Atlanta Performs and
C4 Atlanta.
12
Peter Pan & Wendy
Synopsis:
It’s time for bed in the
Darling
household
and
Wendy has returned to the
nursery.
Unhappy with
Wendy’s recent behavior,
Dr. and Mrs. Darling talk
with Wendy and tell her it is
time for her to grow up, but
Wendy doesn’t want to
listen. Just as Wendy is
about to fall asleep the
windows of the nursery open
and Peter Pan flies in
through the window. Peter
is looking for his shadow.
When Wendy helps him
locate his shadow and attach it, Peter invites her to go with him to Neverland. The
two have an adventure of a lifetime, meeting the Lost Boys, mermaids, Tinkerbell
the fairy, an Indian princess and dreaded pirates!
Setting:
The Nursery- Wendy’s bedroom
Neverland- A magical land of fun, games, and no bedtimes!
Characters:
Wendy Darling- A girl who is too old for the nursery
Dr. John Darling- Wendy’s father
Mrs. Darling- Wendy’s mother
Peter Pan- A hero of sorts
Tinkerbell- A fairy
Tootles- A lost boy
Slightly- Another lost boy
Captain Hook- The pirate leader
Smee- A pirate
Tiger Lily- A Native Princess
Gigi and Ariel- Mermaids
Crocodile- The croc who ate Hook’s hand
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About the Author
J.M. Barrie was a Scottish author and dramatist,
best remembered today as the creator of Peter Pan.
He was the child of a family of small-town weavers
and was educated in Scotland. Later in his life he
moved to London, where he developed a career as a
novelist and playwright. While in London he met the
Llewelyn Davies boys who were the inspiration for
Barrie to write a story about a baby boy who has
magical adventures in Kensington Gardens and to
then write Peter Pan, or The Boy Who Wouldn’t
Grow Up. The play quickly overshadowed Barrie’s
previous work and although he continued to write
successfully, it became his best-know work.
About the Playwright
Alyn Cardarelli is a graduate of the famed Second City Training Center and
a co-founder of Emerald City Theatre Company in Chicago. He has created
over two dozen plays including adaptations of Peter Pan and Wendy, Where
the Wild Things Are and Stellaluna. In 2009-2010, he was the most
produced Playwright for TYA Theatres in America. His works have been
produced across the United States, Canada, Great Britain and New Zealand.
About the Composer
Steve Goers has provided music for radio, television, film and stage. He has
written and produced full orchestral scores for productions of A Midsummer
Night's Dream; Hamlet; The Lord of the Rings (both The Two Towers and
The Return of the King); and Caucasian Chalk Circle. He's written music for
11 nationally distributed children's shows including Where the Wild Things
Are, The Jungle Book, Stellaluna, Winnie the Pooh and many more. He also is
an Artistic Associate at Emerald City Theatre Company.
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ABCs of Theatre Etiquette
Applause
- At the very end of the show the actors will come
onstage in a line for their bows. We applaud during the bows to
show our appreciation to the actors for the performance and their
hard work. You can applaud during the show too when you like
something, we also want you to laugh when you find something funny.
Blackout
- At the very beginning and end of the show there will be a
blackout. All of the lights will go out onstage and in the audience. The dark
can be scary sometimes, but no need to be scared - the lights will come back
on. We have a blackout so that actors can get on and off the stage without
you seeing them.
Comfortable
- We want you and all of your classmates to be
comfortable when you come to Aurora Theatre. We ask that you sit flat in
your seat with your bottom all the way against the back of the seat so you
and everyone around you can see and enjoy the performance.
Stage
- Actors perform on a stage, there is no
movie screen. Theatre is a live event, which means
if you talk or whisper to your neighbor during the
show the actors will hear it. Please be respectful
of the actors and your classmates, wait to tell your
friend how much you loved the show until you’re
back on the school bus. Thank you!
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Theatre Vocabulary
Actor: A person, male or female, who performs a role in a play.
Box Office: The place in a theatre where tickets are sold.
Character: The personality or part an actor re-creates.
Choreographer:
The
creative-team
member responsible for dance movement to
songs and production numbers.
Costumes: The clothes an actor wears.
Designers:
The
members
of
the
creative-team tasked with creating
the look, sound and feel of the
production.
Dialogue: The conversation
actors on stage.
between
Director: The
production.
oversees
person
who
the
entire
process
of
staging
a
Monologue: A long speech by a single actor.
Music Director: The person who leads the cast in learning their music for
the production.
Prop: A small object such as a book, used by actors in a production.
Set: The scenery, furniture, etc. that are used on stage in a production.
Scene: A part of the production during which there is no change in time or
place.
Sound Effect: An imitative sound, such as thunder or dog bark, created
artificially for the purpose of theatre.
Special Effect: A spectacular or magical effect created onstage.
Stage Crew: Workers who move scenery or handle props backstage.
Stage Manager: A person who is the overall supervisor of the stage and
actors.
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Table of Contents
Time for Bed
Flying to Neverland
At What Time Do You…?
Neverland Time
Crocodile vs. Alligator
Character Sketch
I Am the Pan
Keeping Your Paws Clean
Character Movement
Tell Us What You Think
Teacher Study Guide Evaluation Form
Pre and Post-Show Activities and Discussion Questions
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P18
P19-21
P22-24
P25-26
P27-29
P30
P31
P32
P33
P34
P35
P36
Time for Bed
Wendy loves to tell bedtime stories filled with great adventures and happy
endings to Peter and the Lost Boys. What is your favorite bedtime story?
What makes it your favorite?
Materials:
• An age appropriate bedtime
story (i.e. Good Night Moon, I
Love You Forever, Goldilocks)
• Chart paper
• Markers
• Notebook paper
• White computer paper
• Art supplies
• Large sheets of construction paper
• Stapler
Procedure:
1. Begin reading a bedtime story aloud to the class.
2. After reading the story, as a class, brainstorm a list of important features
of a bedtime story. Write “What Makes a Good Bedtime Story” at the top of a
piece of chart paper. Create a list with the class. Be sure to point out that all
stories have a beginning, middle and end.
3.
Students can partner together to create an original bedtime story.
Students can use notebook paper to write the rough draft of their story.
4. When ready to write a final draft, students can use computer paper to write
and illustrate their stories. When finished, they can bind the pages together to
make a book.
5. Create a book cover for each story. A book cover contains some important
information; title, name of the author(s), name of the illustrator(s), and a
picture that grabs your attention.
6. Ask students to share their storybooks with the class, and then collect all
the storybooks to create a classroom library of bedtime stories.
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Flying to Neverland
Neverland is a magical place full of interesting geographical features. What do
Peter and Wendy see when they fly over Neverland on their way home from an
adventure?
Materials:
• Large map from which to model
• “What Are the Basic Features of Every
Map” worksheet
• Large sheets of construction or butcher
paper
• Markers, colored pencils, or crayons
• Rulers
• 4” x 6” notecards
Procedure:
1. Begin by writing the question “What do we know about maps?” on the blackboard.
Ask students to raise their hands to offer answers regarding why we use maps, how
they are used, the features of a map, etc.
2. Hand out the worksheet, “What Are the Basic Features of Every Map” to the
students. Using a large map, point out the key features of a map: title, compass
rose, a key, equator, meridians, longitude, latitude, lakes, states, etc. Take a
moment to explain the significance of each feature. Ask students to write the
definition next to the word as you work your way through the lesson.
3. Explain that students will now be creating a map of Neverland; a view from above
when Wendy and Peter fly over. Their maps must have a title, a key, a compass rose,
and a scale. The maps should be drawn accurately so that a stranger can look at
each map and know exactly how to make his or her way around Neverland. Separate
the class into pairs to create their maps.
4. After the pairs have completed their maps, the pairs should write a series of
directions to lead others to points of interest on the map using the points of a
compass. These questions should be written on a separate sheet of paper or a 4” x
6” note card.
5. Collect the maps and directions and redistribute to different pairings in the
class asking them to follow the directions given on the note cards to find points of
interest on the map.
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Scaffolding: You may want to introduce younger classes to the features of a map by
asking students to look at their hands. The lines on their hands represent the
different features on a map. Students can help each other to trace their hands and
create a handprint map, highlighting a few features on a map (streets, trees, their
houses).
More advanced classes can use a scale to measure the distance from point to point
on their maps.
Modification: Have students make maps of different rooms or areas of the school.
For a take-home project, have them make a map that outlines their routes to school
complete with step-by-step directions.
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What Are the Basic Features of Every Map?
During our discussion of maps you will take notes below on the basic features
that every map should have (listed below). Use words and/or pictures to help
you remember.
Title:
Orientation:
Scale:
Longitude and Latitude:
Index Grid:
Key:
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At What Time Do You…?
The crocodile who ate Captain Hooks hand taunts him throughout the play; the tick
tock of the clock is a constant reminder that the croc is always near. This activity
will engage the entire class in learning to read the time on an analog clock.
Materials:
• Clock template printed on card stock
• Markers
• Fasteners
• Yardstick
• Ruler
• Masking tape
Procedure:
1. Before the class arrives, create a large
clock on the floor using masking tape to
create the circle. Use cutout numbers 1-12. Use a yardstick for the minute hand
and a ruler for the hour hand.
2. Begin by having the class color the hands on their clock template. The hour hand
can be red and the minute hand can be blue. Have the class carefully cut out their
clocks and help them assemble them using a fastener in the middle.
3. Review how the minute and hour hand on a clock work. Encourage the class to
practice counting by fives as you point to each number on the clock.
4. Assemble the class around the large clock on the floor. Ask them to bring their
mini clocks with them.
5. Ask the class different time-specific questions which they will model on the big
clock. What time do you wake up in the morning? What time does school start?
What time is recess? What time is lunch? What time does the school day end?
What time does your favorite TV show come one? What time is dinner? What time
do you go to bed?
6. After each question, ask for a volunteer to move the hour and minute hand on the
big clock on the floor to show the time indicated. Students who are gathered
around should move the hands on their mini clocks privately and reveal them when
everyone looks ready. Use guiding questions to help guide students who might not
have the hands in the correct place to position the hands correctly.
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Scaffolding: For younger learners, begin by teaching them the song below that
teaches them about telling time. This will help commit to memory the steps for
telling time. After using the hour hand to help students begin to grasp the concept
of telling time, add a second hand to their clocks. Also ask them to model times
that do not land on one of the numbers of the clock.
Modifications: If there is not enough space in your classroom to make a large clock
on the floor, students can model times using their arms to imitate the hands on the
clock you’ve drawn on the board, transparency, or chart paper. If you would prefer
to have the class work with bigger clocks, you can have each student make a paper
plate clock.
The Clock Song:
(Set to the tune of The Wheels on the Bus)
The hands on the clock go round and round,
Round and round, round and round.
The hands on the clock go round and round.
To tell us the time.
The short hand on the clock goes from number to number,
Number to number, number to number.
The short hand on the clock goes from number to number.
To tell us the hours.
The long hand on the clock goes around by fives,
Around by fives, around by fives.
The long hand on the clock goes around by fives.
To tell us the minutes.
For more poems and song ideas visit:
http://www.canteach.ca/elementary/songspoems71.html
To generate time-telling worksheets for your class visit:
http://www.theteacherscorner.net/printable-worksheets/make-your-own/tellingtime/
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24
Name ______________
Neverland Time
1. The crocodile hunts for crawfish every morning at 7:18 AM. Mark it on the clock.
2. Peter Pan and Tinkerbell take a daily flight over the mermaid lagoon at noon.
Mark it on the clock.
3. Peter and the lost boys love to hear stories of great adventures. They hear
their nightly bed time stories at 9 o’clock. Mark it on the clock.
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4. If the crocodile hunts for crawfish every morning at 7:18 AM and hunts for a
half hour, what time is it when he returns home for a nap?
5. If the crocodile eats 30 crawfish every day, how many crawfish does he eat in a
week?
6. If the crocodile only needs 15 JUMBO crawfish every day instead of 30 regular
crawfish, how many JUMBO crawfish does he in a week?
7. If Peter Pan and Tinkerbell take their daily flight starting at noon and fly around
for one and a half hours, what time do they return home?
8. If Peter Pan and Tinkerbell take a nap halfway through their daily flight, what
time do they stop for a nap?
9. If Peter Pan and Tinkerbell take a 45 minute nap and then fly home afterwards,
what time would they arrive back home? (Remember, their daily flight takes an hour
and a half.)
10. If it takes Peter and the Lost Boys 25 minutes to fall asleep each night, what
time do they fall asleep, if their bedtime is 9:00 PM?
11. The Lost Boys favorite book is 100-pages. What page is the exactly halfway
through the book?
12. The crocodile has 42 sharp teeth. When he goes to the dentist, he finds out he
has 3 cavities. How many healthy teeth does he have?
26
Crocodile vs. Alligator
People often confuse crocodiles with alligators. Use the fact sheets about crocodiles and
alligators to complete the Venn Diagram.
Crocodile
Size: 6 to 10 feet
Lighter in color
Crocodiles have flattened bodies and tails, short
legs, powerful jaws, and a long narrow snout.
Their eyes, ears, and nostrils are located near the
top of the head and are exposed when the crocodile
floats on the surface of the water. Their ears and
nostrils have valves that close when they are
submerged in water.
Crocodiles are very fast over short distances, even
out of water.
The land speed record for a
crocodile is about 11mph.
Have a long fourth tooth that protrudes on the side
of the head when the mouth is closed.
Found in tropical and subtropical regions. Live in
swamps or on river banks.
Prefer to live in brackish or saltwater
Crocodiles in the wild are found all over the world.
Crocodiles are ambush predators, waiting for fish
or land mammals to come close, then rushing out to
attack.
They mostly eat fish, amphibians, crustaceans,
mollusks, birds, reptiles, mammals, and rarely eat
smaller crocodiles.
What a crocodile eats varies greatly with species,
size and age.
Crocodiles have the most acidic stomach of any
vertebrate. They can easily digest bones, hooves
and horns.
Crocodiles reproduce by laying eggs, which are
either laid in a hole or mound nest. A hole nest is
usually excavated in sand and a mound nest is
usually constructed out of vegetation.
The nesting period ranges from a few weeks to up
to 6 months depending on the species.
Mating takes place in water.
Egg laying usually takes place at night and takes
about 30-40 minutes.
The average incubation period is around 80 days.
Physical Characteristics
Habitat
Diet
Reproduction
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Alligator
Physical Characteristics
Weight: 800-1,000 pounds
Size: 13-14 ½ feet
On an average, alligators have 75 teeth
The exact lifespan of alligators is unknown.
Short wide head that are u-shaped
Alligators tend to have a darker appearance.
Alligators in the wild are only found in China and
the United States. The largest populations of
American alligators are in Louisiana, Florida, and
Georgia.
The American alligator is found farther from the
equator than any other crocodilian.
Alligators build their habitats in freshwaters
including wetlands, marshes, rivers, lakes, ponds,
and swamps.
What type of food is to be eaten depends entirely
on the size and age of alligators. The young
alligators primarily eat fish, worms, crustaceans,
and snails. The prey becomes larger as the size of
the alligator grows bigger such as gar, turtles, large
fish, muskrat, nutria deer, birds, other reptiles,
and several mammals.
Alligators kill their prey by dragging them down
into the water to drown. The fight continues in the
form of rolling its prey on the water surface. This
is mainly practiced to tear down their prey into
edible pieces.
Alligators become mature when they reach 6 feet
The mating season begins in spring.
Female alligators usually build their habitats near
plant matter where the vegetation decomposition
offers a good amount of heat that is required for
the eggs incubate.
The female is normally responsible for guarding
over the nests and eggs. This protection continues
for about 1 year.
Habitat
Diet
Reproduction
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29
Name __________________
Character Sketch
If you could play one of the characters in Peter Pan & Wendy, who would it be? Why?
What would your costume look like? Remember, a costume is the c l o t h e s a n a c t o r
wears. Use the space below to make a character sketch and then tell us a
little bit about your character.
My character’s name is __________________________________________________.
I chose to be this character because ________________________________________
____________________________________________________________________.
My character’s costume is ________________________________________________.
My character likes to wear this costume because ________________________________
____________________________________________________________________.
If I could ask my character one question, it would be _____________________________
____________________________________________________________________?
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I Am the Pan!
Did you notice all the singing and dancing in the play? Almost every
character had a unique song to sing, or sound to make.
Peter Pan- makes a crowing sound because he can
fly like a bird.
Tinkerbell- makes a ringing sound like a bell.
Slightly- makes a howling sound like a wolf.
Tootles- makes a chattering sound like a chipmunk.
Crocodile- makes a tick-tock sound because he
swallowed a clock.
Wendy likes to sing prettily, the pirates dance a lot. Many Native Americans,
like Tiger Lily, use the drums to create accompaniment to their dances.
Procedure:
1. As a class, divide into small groups of 4-6 and come up with a sound that
matches each one of these characters.
2. Appoint one person (or it can be the teacher) to be the conductor. When
the conductor points to a group, they should begin to make their noise at
whatever level/speed the conductor desires and until the Conductor cuts the
song off.
3. Every single group should be involved like an orchestra making their
special noise. Have the groups swap noises, or move on to the next activity of
coming up with their own special noise.
4. After all the groups have had a chance to make their noise, Discuss with
the class:
-What did you learn about creating special sounds?
-Was it hard to work as a team?
-How exciting was it to create an impromptu piece of music?
Students can respond orally or in written form in their journals.
31
Keeping Your Paws Clean
Remember when Wendy was playing “Mother” to the Lost Boys and telling them all the
things that Mother’s tell their kids to do? Why does she tell them to wash their hands
before they eat? Why are grownups so hung up on hand washing?
Did you know that washing your hands is the best way to stop germs from spreading?
Think about all the things that you touched today - from the door knob to the toilet,
your sweaty T-shirt to a slimy tissue, your sweet puppy to the grass outside- you’ve
been everywhere! And even though you can't see them, many things that you touch
every day are covered with GERMS, and those germs can make you sick by hitching a
ride into your body every time you touch your food or put your hands in your mouth.
Sudsing it up makes the germs wash away, and when germs go down the drain, they
can't make anyone sick!
So when are the best times to wash your hands?
• Before eating or touching food in any way (like if you're
helping cook or bake)
• After using the bathroom
• After blowing your nose or coughing, or putting your
hands in your mouth
• After touching any pets or animals
• After playing outside or going to a store
• After visiting a sick relative or friend
Now you have the WHY and the WHEN of hand washingBut did you know that many people (including Tootles and Slightly) don't know how to
get their paws perfectly clean?
Here are some trusty tips for the next time you wash your hands!
1. Use warm water. Warm water is better at killing germs. But be careful you don't
burn yourself with water that is too hot.
2. Use whatever soap you like. Some soaps come in cool shapes and colors or smell
nice, but whatever kind gets you scrubbing is the kind you should use.
3. Work up some lather on both sides of your hands, your wrists, and in between
your fingers. Don't forget to wash around your nails since they are germs' favorite
hideaway.
4. Wash for about 10 to 15 seconds. This is about as long as it takes to sing
“Twinkle, Twinkle Little Star” or “Happy Birthday.”
5. Rinse and dry well with a clean towel!
Act out with your friends the steps of washing your hands!
32
Character Movement
Sometimes it is good to get the blood moving in our bodies!
Procedure:
1. Divide the class in half.
2. Put the groups on either side of the
space facing each other.
3. Ask the students to create a physical
gesture for a Pirate, Lost Boy, Indian,
Crocodile, and Peter Pan.
4. Practice the physical gestures with the students by calling out each
character and seeing how quickly students can transform from one physical
gesture to another.
5. Explain to the students the following:
• Pirates case the Lost Boys
• Lost Boys chase the Indians
• Indians chase the Crocodile
• Crocodile chases the Pirates
• Peter Pan is a “wild card” and can only be used 1 time by each team
6. In teams, decide on a physical gesture.
member to represent the group.
Then appoint a team
7. The representative will take 4 steps forward to meet the opposing
representative in the middle of the room. On the count of 3 the team
representatives will snap into their physical gesture. If, for example,
Student 1 snaps in to Crocodile and Student 2 snaps in to Pirate,
Student 1 chases Student 2 back to their “home” base. If tagged,
Student 2 joins the opposite team. If not tagged, Student 2 is safe.
8. This action repeats until all members of each team have had a
chance to come to center and do their physical gestures. The “winning”
team is the team with the most players at the end of the game.
33
Tell Us What You Think!
What was your favorite part of our production of
Peter Pan & Wendy? Write a response and send it
to us at:
Aurora Theatre
PO Box 2014
Lawrenceville GA 30046
My Review of Peter Pan & Wendy
What is your name?
How old are you?
Where do you go to school?
What was your favorite part of the show?
Who was your favorite character? What made them your favorite?
Is there anything you would have changed?
34
Teacher Study Guide Evaluation Form
We value your feedback, please take a moment to us know how we’re doing.
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Grade Level(s) of your Students:
Show Title: Peter Pan & Wendy
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What would you like to see offered in future study guides?
If you have any additional comments, good or bad, about this study guide please use the
additional space below or the back of this form. Your comments and suggestions are
greatly appreciated.
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Please mail or fax this form to us at: Aurora Theatre * PO Box1024 * Lawrenceville, GA 30045
Fax: 678-226-6240
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Pre and Post-Show Activities and Discussion Questions
For some students, this may be their first experience at Aurora Theatre and
with live theatre in general. Review The ABCs of Theatre Etiquette (pg. 9) with
the class and ask them what rules they have in your classroom that might apply
to going to the theatre?
Before coming to see the show, read a version of the Peter Pan story.
After watching the play, discuss the differences between the book and the
play. What changes did the playwright make to the story? What other changes
would you have made? What was the same?
You might have noticed that there are some unique details on the costumes
during this production of Peter Pan & Wendy. There is a blending of traditional
Victorian dress with modern technological elements. Partner with your Library
Media Specialist to research what defines “steampunk” clothing. Create your
own sketches of steampunk accessories to share with the class.
In the play, Wendy stops the Lost Boys from eating the cake they want to eat
before dinner and the Lost Boys get very upset with her. But then when they
realize the cake was poisoned, they are glad Wendy stopped them. Have your
parents ever said to you “You’ll thank me when you’re older,” or “I’m doing this
for your own good?” Discuss instances when this happened. How did you feel in
the moment? How did you feel one day later?
Peter Pan comes to the nursery window to find his shadow. Partner with
your Science teacher to explore the properties of light and shadow.
Did you notice the puppets in the show? There were two Mermaids and a
shadow puppet of Peter Pan. Using found objects and art supplies, create your
own puppets. Use these puppets to retell the story of Peter Pan & Wendy.
Captain Hook has lots of hook options. If you could customize your own hook
what would you add? A teddy bear? A toothbrush? A glass of juice? A book?
A Kindle? Sketch your own accessories and explain why you chose them.
Thanks for coming to our show! Hope we see you
back at Aurora Theatre very soon!
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