Adventure Stage ChicagoProfessional Development WorkshopThursday, March 14th from 4-8pm

Building Empathy in the Classroom-Using Drama

to Explore Difficult Topics

Chicago students often have to face tough issues in their homes, neighborhoods and schools, which can be challenging for classroom teachers to know how to address. Drama can be a powerful tool to start conversations, see new perspectives and celebrate uniqueness. Workshop attendees will engage in hands-on activities to unpack how they can design curriculum that will build empathy, compassion and respect in the classroom. Through movement, art-making, readings and discussion ASC will share methods for engaging all students and creating safe classroom environments in which they can

Our Professional Development Workshop will provide 4 CPDU credits as well as

of Augusta & Noble.

The Workshop costs $15, which includes dinner and all materials.Registration required and space is limited. To register call 773.342.4141 or visit our website at www.adventurestage.org.

Learning Guide

Neighborhood Bridges Residency ProgramBring an ASC Teaching Artist into your classroom! Neighborhood Bridges is a comprehensive program of storytelling and creative drama designed to help children develop their critical literacy skills and to transform them into storytellers of their own lives. Teaching Artists work in the classroom on a weekly basis in collaboration with the Classroom Teacher to determine which areas of their curriculum can be investigated deeply with an arts-integration approach. Teachers leave with a tested model for arts-integrated lesson-planning and implementation, which they can recreate and develop over time and across the curriculum. The emphasis is on social and individual transformation and building bridges between people and communities, while developing students’ collaborative and public speaking skills. Through theatre games, storytelling, improvisation, reading, and creative writing, students develop their ability to write, speak and think critically. Neighborhood Bridges helps young people grapple with

society. It challenges young people to identify the roots of social problems, examine their own feelings, and propose creative, non-violent solutions. Participating Classrooms Receive:

Partnership – 24 residency hours over the course of 12 weeks

Exposure – Tickets and transportation for a single Adventure Stage performance and the opportunity to present the students’ learning on the Vittum Theater stage.

Resources – Learning Guide, Promptbook, lesson plans, and supplies.

For more information, contact Merissa Stewart, Director of Education 773.969.5573 or merissa@adventurestage.org

Operated by Northwestern Settlement

Dear Parents, Artists, Neighbors and Educators:

We are so excited to be sharing this deeply personal piece with you at last! The stories that were woven together to create and inspire this play were gathered from the Northwestern University Settlement House community through story circles and interviews with neighbors over the past 18 months. Even though this story takes place in our West Town neighborhood, we know that Gabi’s story is not exclusive to our community or even to the city of Chicago, but is a common tale that is being played out every day across the country. As with much of the work we produce, we try not to shy away

topics that kids are facing every day but rather examine them and try to understand the nuances. Augusta and Noble does not present the world as black and white where it is always easy to identify who is right and who is wrong. The stories of immigrants are often complicated and Gabi discovers the unsettling truth that she has been living her whole life in the gray areas. This leads her to question her memories of the past and the motives of her parents in a way that illuminates the struggle of many young people growing up with dubious citizenship. We want to share the story of one girl so that we are all reminded that immigrants are individuals; with lives, families, hopes and dreams, rather than continue to reduce them to numbers and statistics. We hope the young people in our audiences can relate to Gabi’s struggles as she comes of age and starts to explore beyond the safety of her neighborhood and community. In addition to new neighborhoods, a new school and new friends, she must also face a new and awesome truth about herself that truly tests her courage and reveals her inner strength.

As always, we want to provide a path to dialogue between children and adults, students and teachers. We hope you use this guide to begin those conversations, tie themes from the play into your curriculum, and follow up after the show by going deeper through activities and discussions. We also want to participate in the conversations generated by the play, and to that end we encourage you and the young people in your lives to post comments and questions on our blog or write letters to the actors after the show. We hope this guide is a useful companion to the play and we thank you for all the work you do to bring art into young peoples’ lives!

Merissa StewartDirector of Education

merissa@adventurestage.org

pg 14

Planning Your Field Trip

We want your visit to ASC at the Vittum Theater to go as smoothly as possible! Here’s an idea of what to expect during your field trip.

Seating Requests: Seating for our shows is prearranged based on special seating needs and the ages of students. Please call 773.342.4141 before you arrive if we need to accommodate members of your group with hearing, vision, or mobility impairments.

Arrival: Please arrive between 10:00 and 10:15 a.m.; our shows begin promptly at 10:30. Buses should pull in front of the theater at 1012 N. Noble Street. Remain on your bus until a member of our staff has come to the bus to greet you and your students. We will then lead your group into our lobby for a short speech about our theater and the performance you are about to see.

Performance: A member of our staff will show your group to their seats. Performances run approximately 90 minutes and include a post-show discussion. The entire event usually lasts around two hours. We ask that all members of your group remain in the theater until the performance and discussion are over. If you must leave before the discussion, however, please let us know in advance.

Lunch: Unfortunately, we do not have space available for students to eat lunch in the theater or at the Settlement House.

Departure: At the conclusion of the performance and discussion, we dismiss the audience school by school in order to reduce confusion. Staff will lead you down the stairs and to your buses, which will be waiting for you on Augusta Blvd. in the bus lane in front of Peabody Elementary School.

Directions to 1012 N. NobleFrom South Chicago: Take the Dan Ryan West (90/94 toward Wisconsin). Exit at Milwaukee/Augusta. At the end of the exit ramp, continue West on Augusta one block to Noble. Turn Right (North) onto Noble. Arrive at the theater on Left.

From North Chicago: Take the Kennedy East (90/94 toward Indiana) to the Division Street exit. At the end of the exit ramp, take a Right (West) onto Division Street and follow it to Ashland. Turn Left (South) onto Ashland and follow it one light to Augusta. Turn Left (East) onto Augusta and follow one light to Noble. Turn Left (North) onto Noble. Arrive at the theater on Left.

From West Chicago: Take the Eisenhower East (290 toward the Loop) to the Dan Ryan West (90/94 toward Wisconsin). Exit at Milwaukee/Augusta. At the end of the exit ramp, continue West on Augusta one block to Noble. Turn Right (North) onto Noble. Arrive at the theater on Left.

Thanks for your support! -ASC Staff

pg 1 www.adventurestage.org

Coming To Our TheaterFrom the DirectorFrom the Education Department

The creation of Augusta and Noble began over a year ago when I asked playwright Carlos Murillo to collaborate with Adventure Stage on a play that explored the lives of real people in our West Town neighborhood. After ten years of making plays about somewhere else, we felt it was about time we tell a story that takes place right

of is diverse and growing. So how might we, as a theatre company,

of our neighborhood?

This impulse to engage you, our audience, in a thoughtful, socially conscious experience stems from our roots as a program within the Northwestern Settlement House, a social service organization with a 120-year track record of doing good and important work here in West Town.

From its earliest days, West Town distinguished itself as a gateway for immigrants. And so Carlos and I embarked on a great journey of listening to our neighbors tell us how they came to Chicago and why. And one reason consistently rang out above all others: the

characters that should still be very familiar to you. Daughter Gabi struggles with homework, with getting along with her parents and her brother, with making friends. Her parents struggle with raising a family, with making money, with watching their children grow up. They also struggle with a singular secret that jeopardizes the stability of their family and the future they imagine for themselves.

As part of the Settlement legacy, Adventure Stage offers Augusta and Noble as an invitation for you to imagine new possibilities for yourself whether your family came to Chicago last year or last century. We want to spark the sensation of hope and possibility in a world that is too often wracked with hardship. We want to open up conversations that are inclusive of everybody – both young people and adults – because we believe that young people have an important role to play in making a positive difference in the world and elders have everything to gain by listening.

Augusta and

destination for the Castillo family who came to Chicago many years ago. Hopefully, you’ll be inspired to wonder how you got here.

Tom ArvetisProducing Artistic Director tom@adventurestage.org

INTRODUCTION

Letters from the Education 1Department and the Director

Table of Contents 2

ON THE STAGESynopsis of the Play 3 - 4

Spotlight on the playwright, 5 - 6 Carlos Murillo

IN THE CLASSROOM

Putting the Play into Context- 7-8Exploring Gabi’s World

Starting Points - Themes, 9Questions & Quotes

Arts Integrated Activities 10-12

AT THE THEATER

Acknowledgements & 13 Recommended Resources

Coming to our Theater & 14Directions

BACK COVERUpcoming Events

Table of Contents

pg 2pg 13

Acknowledgements: The content of this Learning Guide was shaped and edited by Merissa Stewart and Shawn Escarciga. The guide’s layouts & cover were designed by Eric Tuttle / tuttlecreative.com. Cover art by Ben Rumback.

Recommended Resources For

Further Investigation: Non-Fiction:

by Thomas Hoobler (Ages 7+) This collection of personal narratives

20,000 years.

by Janet Bode (Ages 12+) Eleven teenage immigrants tell compelling stories of their escapes from war, poverty, and repression to carve out new lives in America.

by Judith M. Blohm and Terri Lapinsky (Ages 8+) Twenty-six personal narratives of young people making new homes in unfamiliar

learn different languages, and share their unique cultural identities. Includes discussion questions and activities.

by Ellen Levine (Ages 7+) This book addresses what it was like for the 12 million immigrants who arrived on Ellis Island at the turn of the 20th century.

Fiction:

singled out to receive a scholarship to boarding school, she longs to explore life beyond her small Texas barrio, even though it means leaving her family to navigate a strange world of rich, privileged kids.

by Sandra Cisneros (Ages 10+) Esperanza Cordero is a young Latina girl growing up in Chicago, who must invent for herself who and what she will become.

by Ann Jaramillo (Ages 12+) Fifteen-year-old Miguel and his younger sister must make the grueling trek north to cross the border and join their parents in California.

by Alice Mead (Ages 10 +) Linda Berati, is an Albanian immigrant living in Brooklyn. Her mother refuses to answer questions about her past forcing Linda to search for clues on her own.

by Judith Ortiz Cofer (Ages 8+) Maria is a girl caught between two worlds, two languages and two parents: her mother in Puerto Rico and her father in a barrio in New York.

www.adventurestage.org

Websites:

On this site you can watch the award-winning documentary

through Ellis Island from 1892 to 1954.

This website provides immigration and citizenship activities focusing on American literature, geography, and history for elementary through high school students.

Movies: (1986) rated G

A young mouse named Fievel and his family decide to migrate from Russia to America at the turn of the 20th century for a chance at a better life. When Fievel ends up in the New World alone he

(2007) rated PG-13

Rosario is working illegally in the United States to provide a better life for her son Carlitos who remains at home in Mexico. When his Abuela dies Carlitos stows away on a van that’s headed for the border, looking for his mother.

(2006) rated PG-13 This coming-of-age drama centers on Gogol, a teenager torn between his parents’ Indian traditions and his modern lifestyle. He prefers for his friends to call him “Nick” but the true meaning of his name is a story that spans two continents and two generations.

Adventure Stage Chicago acknowledges the following sources for information and images included in this guide:p. 3-4 http://1.bp.blogspot.com/_GFLdQ4v9px4/TLyrLc4HBnI/AAAAAAAAAQU/9j-iigjxfkk/s1600/ottawa-090825-coyote-garbage-banner.jpg, http://walkinthedust.

rabbit_stuffed_animals/thing?id=16442413, http://www.trbimg.com/img-4f43ef53/turbine/chi-bus-report-image/600, http://upload.wikimedia.org/wikipedia/en/d/d9/LaneTechRearView.png, http://legacy.mikenymanphotography.com/images/thematic-uploads/2010/09/wpid4041-Hallway-G10-03133.jpg, www.ellisisland.org/genealogy/

http://fc00.deviantart.net/fs70/f/2010/306/8/2/new_vegas__night_by_snowblindsociety-d320j6r.jpg, http://historyinphotos.blogspot.com/2013/01/lewis-hine.html, http://vampireexplored.wordpress.com/page/3/

p. 7-8 coyote_main.jpg, http://cdn.c.photoshelter.com/img-get/I0000GvTTOHXrKtA/s/900/900/9-11-Tribute-Fence-New-York-City.jpg

p. 9-10 http://blog.lucidrealty.com/images/West_Town.jpg, http://www.wolfpark.org/Images/Education/coyote.jpg, http://s.ecrater.com/stores/54996/49d118e5348a9_54996n.jpghttp://imgc.allpostersimages.com/images/P-473-488-90/37/3783/JH8IF00Z/posters/mark-carwardine-mexican-wolf-running-living-desert-zoo-palm-desert-california-usa.jpg, http://images.sodahead.com/polls/002141571/729627528_meltingpotsaladbowl_xlarge.jpeg,http://www.schackerphoto.com/images/ellis-image1.jpg, http://www.latinamericanstudies.org/immigration/italians-1911.jpg, http://upload.

com/2093/2209831337_699fba614a_z.jpg, http://4.bp.blogspot.com/_u_KW4nuKg9k/SPsrpI0qgII/AAAAAAAAGUQ/b9zEp_EfX_g/s320/m-106b.jpg, http://3.bp.blogspot.com/-8u0ULbw5cFk/Ty6p0UDstKI/AAAAAAAAAC8/25Mo2iFs7mU/s1600/Dream+Act.

jpg?w=640&h=405&crop=1

p. 13 http://1.bp.blogspot.com/_RnXizkVApgc/TGIJUwdh6HI/AAAAAAAAAEw/2_uDz0eB-WE/s1600/Call+Me+Maria.jpg,http://www.wallpaperpimper.com/wallpaper/Movies/The_Namesake/The-Namesake-1-W7IFQNGRFO-1024x768.jpg, http://2.bp.blogspot.com/-pzz_q1w-CY4/TzRFu3JimII/AAAAAAAAAC4/KEgWGbLeqpE/s1600/IMG_2012_02_09_9999_29.JPG

Because Augusta and Noble is still a work in progress, you may notice some plot changes when you come to see the show!

A COYOTE HOWLSIn the middle of the night El Coyote enters dancing and playing a video game. When he wins the game he howls at the moon in celebration. La Mujer Azul appears and shushes Coyote, reminding him that the children in the neighborhood need their sleep for the

they discuss their shared history in the desert.

LIGHT OF THE REFRIGERATOR Gabi Castillo-Sanchez

kitchen packing food for a journey. Gabi is curious to know what her father is doing awake and where he is going, and Reymundo reveals that he must return to Mexico to visit his ailing father. He asks her to try hard in school, stay away from boys and take care of the family. Through a window Gabi spies her father giving money to a Coyote, who in turn notices her, and smiles before disappearing into the darkness with her father.

THE COYOTE DREAM BEGINSEl Coyote appears in her dream and orders her to come with him immediately. She is frightened, but he tells her it is time for them to make a journey across the desert so that she can be reunited with her family.

THE FIRST DAY OF SCHOOLGabi’s mother, Dolores, wakes Gabi from her dream in the early morning to begin the long trek across town to her new High School. Dolores wants to accompany her on the trip, but Gabi insists she can do it on her own. On the way to the blue line station Gabi’s 11-year-old brother Jesus notices the ears of Gabi’s stuffed rabbit, Conejito poking out of her bag and warns her that the other kids will make fun of her if they see it.

THE JOURNEY TO NORTHSIDE BEGINSGabi sits on the train trying to calm her nerves and noticing how many different types of people there are, unlike the she’s used to in her neighborhood. The Coyote approaches, disguised as an old man, and begs her for food. She insists she has no food and he makes a grab for Conejito. She hears her stop called and rushes off the train to catch her bus. A CTA worker, La Mujer Azul in disguise, blocks the old man from pursuing Gabi and her rabbit. Later Gabi stands at the entrance of Northside College Prep. High School, excited and scared to be entering her new school. She hugs Conejito for good luck and steps inside. GABI LOST IN THE HALL

hit her. She soon discovers she’s been “pennied”, (a Northside tradition of throwing pennies at the freshman), by another freshman named Ricardo. He notices Conejito’s ears sticking out of her backpack and to make her feel better reveals the Spider-Man doll

he brought in his backpack for good luck. They introduce themselves and when he reveals that he too is lost, she proceeds to lead the way. On the way they discuss their backgrounds and Ricardo explains that he is half Puerto Rican and half Polish.

THE FIRST ASSIGNMENT The social studies teacher, Ms. Chan,Island and explains that America is a “nation of people that come from other places.” Gabi asks her where she is from and Ms. Chan explains that she is part Chinese, part Cuban, but born in America. The students are fascinated by her family history and she explains

interview someone in their life about their experiences immigrating to Chicago. Ricardo and Gabi agree to work together on the assignment. Ricardo explains that his parents are divorced but that his parents each take him back to their native countries on a regular basis. When Gabi reveals that she’s never visited Mexico, Ricardo

and they hurry to their next class.

THE BLUE LINE RIDE HOME Gabi falls asleep on the train and her desert dream resumes. Suddenly the train transforms into a rickety desert bus which is stopped by El Coyote. He ushers everyone off, explaining that this is where they will cross the border and the desert. He explains the rules of their crossing; no talking, no stopping, and they must do exactly what he says at all times. As they cross into the US the Coyote collects his fee. Gabi has no money but the Coyote is willing to accept her rabbit as payment. She only agrees to the deal provided he gets them all safely to their destination. As they wander away into the darkness Gabi is awoken by the CTA announcement that they’ve reached her stop. Gabi tries calling Woj about their homework assignment but hangs up when she reaches his voice mail.

pg 12pg 3

Synopsis of the Play

www.adventurestage.org

You will encounter the following words in the synopsis:

homogeny- being/looking the same, lacking diversity

La Migra- a Hispanic-American slang word for United States

Coyote- A person who smuggles undocumented immigrants across the border for a fee

La Mujer Azulthose in the desert

Packing for the JourneyObjectives: Students will create and personalize a paper travel backpack and celebrate the diversity of their origins by examining the role of heritage in personal identity.

Learning Standards: 18.A.2, 25. A. 3e

Materials: 1. Packing for the Journey Worksheets (available to download from our website)2. Small photos of each student

4. Glue5. Scissors

Procedure: 1. Complete the “I Come From…” activity if students are unsure of their family’s origins.2. Hand out a backpack worksheet to each student and distribute the small student photos so that they can glue their picture onto the backpacks. 3. Ask students to pretend they are preparing to leave home and move to another country. Using pictures from magazines and drawings each student should “pack” three important things they would bring with them on their journey.

ancestors brought with them to this country? What might the students have brought if they were in their ancestors place?

Howl at the Moon

Mirror Exercise

Objectives: Students will create the shape and character of El Coyote through focus, listening, and physical movement.

Learning Standards: Fine Arts 26.A.3b Drama, 25.A.2b

Materials: None

Procedure: 1. Have students stand in pairs facing each other. Be sure each pair has space all around them.2. Ask the students to slowly start mirroring their partners’ movements, really paying

should look like they are moving as one, no one leading and no one following.3. Once students are comfortable mirroring each other, ask them to imagine that they are growing claws like those of El Coyote. See what these new features do to the rest of their physicality.4. Next have them imagine they have grown fur all over their bodies as well as a bushy tail. Can these coyotes even stand on two feet anymore?5. Finally, have the coyotes grow a snout and fangs. Have them say ‘hello’ and try howling at the moon (in sync). How can they change their voices and movements to represent El Coyote? 6. Slowly have them transform back into humans, one body part at a time.

To download additional activities and resources, please go to our website, www.adventurestage.org

pg 4

EVENING AT HOME It is late in the evening and Gabi is working on her homework. Jesus enters and asks her to tell him the truth about their father, which she does. He then asks her for a story and she tells him the tale of how the rabbit outsmarted the coyote. He falls asleep and she puts him to bed.

AN ATTEMPTED INTERVIEW As Dolores hurries to get breakfast ready, Gabi tries to interview her for her homework assignment. Dolores continues to evade her questions when Jesus chimes in with his own question. He wants to know where their father has gone and Dolores tells Jesus that his father is in California visiting a cousin. Gabi doesn’t understand why her mother has lied, but doesn’t correct her.

THE ELLIS ISLAND SIMULATIONRicardo is upset with Gabi for not calling him over the weekend to work on their interviews. They commiserate over their failed efforts to get their parents to talk about their pasts. Ms. Chan explains that the class is going to role-play that they are arriving at Ellis Island and they will use the interview responses they gathered to guide their

to be her mother. Halfway through the exercise the Coyote steps into the role of immigration

begins pressing Gabi for answers about her parents. Ms. Chan notices that Gabi isn’t acting like herself and holds her after class to talk to her. When

how much responsibility Gabi has had to shoulder while her father is away she extends her deadline and offers her advice. Out in the hallway Ricardo is waiting to see if she is ok. He wants to complete the assignment together but Gabi insists that she needs to do it alone.

ANOTHER LATE NIGHTThe group of travelers is struggling to keep going, especially the Pregnant Woman who is on her last leg. They avoid La Migra by hiding in the dark until they pass. Gabi is fed up with the Coyote who won’t admit he is lost and wants to strike out on her own. The

her rabbit doll and Gabi secures it right before she is awoken by her brother who wants to know the truth about their father’s absence. After she sends him back to bed she has a dream-like encounter with her father who tries to comfort her.

THE DESERT The group has been traveling for many hours and it is nearing morning. The Coyote has gotten lost and the travelers demand they stop for rest. They are nearly out of water and The Coyote offers to go off and search for more, promising to return in a few short hours. Gabi fears he will break his promise and leave them to die in the desert.

A LATE NIGHT HEART TO HEART Dolores returns home after a very long day of work. She and Gabi begin talking and Gabi asks her what her dreams were when she was young. Delores shares her childhood dreams and explains that she now has those dreams for Gabi and that is why they came to the US. Gabi presses her to reveal how they came to the United States and how her father is traveling to and from Mexico.

heading off to bed. Gabi’s father appears again to tell her that her Abuelo has passed away and that he will try to be home in two weeks.

EMERALD LIGHTS Gabi wanders through the desert alone, delirious and thirsty. Out of nowhere appears the Coyote in disguise as a Junk Vendor and he tries to barter water for her rabbit. Just as she’s about to relent

at no cost. The two battle for Gabi’s trust, forcing Gabi to choose a protector. Once Gabi has quenched her thirst she stumbles upon the pregnant woman and her husband. The woman is giving birth and they are

they manage to deliver the baby safely. Before they head to the city in the distance Gabi sees the newborn baby girl and recognizes her.

A PATCH OF GRASS WITH A VIEW OF THE SKYLINEGabi sits on the grass looking at the skyline as Jesus plays soccer by himself. Ricardo enters and they talk about their parents, their fears and their identities as Americans. They agree to give their homework assignment another try together. As Gabi leaves she sees a vision of her father traveling with the Mujer Azul protecting him and she wishes him a safe journey home.

pg 11

Arts-Integrated Activities

Public vs. Private Masks

Objectives:their private persona. Students will design two masks to represent both sides of themselves in a clear and creative manner.

Learning Standards: Visual Arts 26.B.3d, 26.B.4d

Materials: lined paper, mask template available on the website, markers/crayons/colored pencils, scissors, yarn or string.

Procedure: 1. Students brainstorm on a piece of paper who they are when they are out in the world (at school, in their neighborhood, etc.) They can list words or draw doodles. This list represents their public persona.2. Then students brainstorm who they are in their private lives (with close friends, family and when they are alone) they should pay particular attention to aspects of themselves that they don’t share with the outside world such as hobbies, secret wishes, deep feelings, etc. 3. Each student is handed a mask template and asked to trace the outline of the face and eyes onto the back side of their paper. 4. One side will represent their public persona and the other side will represent their private persona. Through images and words each

the mask.

them out and cut out the eye holes (the dotted line indicate where cuts should be made) and then use scissors to poke out the string holes (marked with an x) before tying the ends of a piece of yarn or string to each hole. 6. Each student then shares their public mask with the class, highlighting at least one thing from each side, but they can choose whether or not they want to show their private mask.

The Push & Pull of Immigration

Objectives: Students investigate the causes of

teenage immigrants.

Learning Standards: English Language Arts: RI 1, W 2, SEL 2B.4b

Materials:immigrants- can be found in collections such as Kids Like Me, Voices of the Immigrant Experience by Judith

emigration/immigration from pages 7-8 of the learning guide

Procedure:

person account of immigration. It”s best if each group is assigned a different story to investigate. 2. They then create a report that answers the following questions:

to emigrate?

immigrate to the US?

How long did it take?

take to feel at home here?

their decision to make?

(customs, language, food, religion, etc.)?3. After the students have prepared their report they then stage the journey of their immigrant as a tableaux (frozen picture). One student portrays the emigrant leaving their country trying to embody the “push” factors that caused them to leave and their feelings about departing. The second student portrays the journey; how their immigrant felt and the challenges they faced. The third student portrays the immigrant in the US; how they felt upon arrival, how they learned to assimilate. Each student can say one word to go with their tableaux. 4. Groups take turns presenting their report to the class and sharing their tableaux. 5. The facilitator can take photographs of each group’s tableaux to be displayed with their report.

Spotlight on Playwright Carlos MurilloIn each Learning Guide we like to spotlight one of the many people who work behind the scenes to bring a production to the stage. For this spotlight we interviewed the playwright, Carlos Murillo. Through extensive interviews with community members he was able to create a unique, fantastical and personal play, and now he’s taking on the role of interviewee to give us an inside look at Augusta and Noble.

ASC: Can you describe the collaborative process this play has gone through up to this point?CM: ago. When Tom [ASC’s Producing Artistic Director] asked me to write it, I began attending Adventure Stage’s theatre workshops to start to get to know the community. It was a great mixture of young people and adults, and a lot of our interactions left a deep impression

around the community to interview. Many were kind enough to sit down with us and tell their stories, which were amazing to hear. Then I started writing – the character of Gabi and her story began to emerge. Tom and I would meet periodically to discuss story and scenes I was writing. The input had been really useful – again since

the work through the lens of someone with much more experience in this particular area. In November we invited actors in to read the work in progress. I am presently in the process of completing the play. We start rehearsals at the end of February.

ASC: Where did the idea for this particular play begin?CM: It evolved over several months. We’d interviewed a good number of people in the community, heard their stories. While every story was unique, there were a number of issues that would come up time and time again. Immigration was a big theme – the challenges of adapting to a new country, culture, economic situation

– especially when the question of legal status is in play. How does all this impact the children of immigrants? Where do they stand in relation to their identities? From that, a number of images arose – the idea of a trickster coyote coming face to face with a young girl who is navigating a major transitional moment in her life being the main one.

ASC: What’s your relationship to the West Town neighborhood?CM: I didn’t have much of a relationship prior to working on this project. But since spring of 2012, when we really started to work on this project, I’ve spent a lot of time at the Settlement House, met a lot of people through the Adventure Stage theatre classes, and had the opportunity to do a lot of interviews with members of the community. What I’ve learned is that West Town is an incredibly diverse community with a rich and evolving history.

ASC: Who and what inspired the central character of Gabi? CM: I would say that Gabi is a composite of a lot of inspirations… As part of our research we interviewed a number of young people around Gabi’s age. Hearing their stories was a huge inspiration. Also talking to parents of kids that age, I learned a great deal about that particular age range, and the kind of worries, concerns, hopes parents have for their kids. There are people from the deeper past that also inspired me – folks dealing with the very problem she’s facing in the play. And lastly – I have a nine year old daughter, Eva, who is very bright and loves watching plays – I wanted to create a character she could relate to, feel for and root for.

ASC: How was your process in creating Augusta and Noble different than some of your previous work? CM: audiences, so it’s been a great learning experience. Being new to this kind of storytelling, it’s been great to work closely with Tom and the company as I develop the piece – he knows this audience extremely well and the kinds of stories that resonate with them. Tom has been amazing in guiding me in the right direction, while honoring my own unique methods of storytelling. It’s also been an incredible experience to get to know members of the community and to hear their stories. I hope that what I’ve written is a positive,

ASC: What do you hope an audience takes away from the story you’ve created?CM: There is so much debate in this country about immigration, especially the status of immigrants that come without legal clearance. It’s very tempting to get caught up in the politics of it and lose sight of individual lives and what’s at stake for families. Seeing this issue through the eyes of a young girl hopefully humanizes the issue and hopefully will inspire healthy discussion.

pg 10pg 5

Carlos workshops the script with actors and the design team

Arts-Integrated Activities

I Am A Tree Drama Warm-up

Objectives: To work collaboratively to build a stage picture using creative movement, decision making, and listening skills.

Learning Standards: Fine Arts 25A.3b, 26. B.3b

Materials: none

Procedure: 1. Have the group stand in a circle and ask for 3 students to volunteer to go into the center.

by stating “I am a tree” and posing as a tree.3. The second student then states “I am a cat in the tree” and poses.4. The third student then states “I am an owner, looking for my lost cat in the tree” and poses.5. The three students are now in a tableau (frozen picture). At this point, any student from the circle can step in and tap

pose. The new “tree” then makes a different statement about what inanimate object they now are while maintaining the original pose (i.e. a scarecrow, a coat rack, etc.) Don’t forget, the cat and the owner are still in the tableau as their original characters. 6. As soon as the new object is stated, another student steps in and taps out the second volunteer (cat) and creates a new statement and pose about what animal they are and how their new choice relates to the new object. 7. As soon as the new animal is stated and posed, a third student steps in and taps out the third volunteer (the owner of the cat) and makes a statement and pose displaying the new person they are representing and how they relate to the prior two. 8. The cycle goes on and on, 1 inanimate object, 1 animal and 1 person. If the group is very good at the game you can announce that it only ends when we get back around to the tree. Otherwise, the facilitator decides when the game has ended (hopefully after all students have had at least one turn in the center.)

I Come From…

Objectives: Students will explore their heritage, celebrate the diversity of others, and practice investigative communication skills by interviewing their families.

Learning Standards: Social Science 18A.3, 18.C.3b, 17.A.2b

Materials: Family Interview Questionnaire (available to download from our website)

Procedure: 1. Create a “Family Interview” sheet to distribute to your class. Suggested questions: Where did your family emigrate from? How? How long ago? What is a family tradition from your culture?2. Tell students that they’re going to act like newspaper reporters and interview their families to discover where they originally emigrated from. They can interview their parents, grandparents, guardian or whomever they feel comfortable interviewing.3. When everyone has completed their interviews, have the class stand in a circle to share what they’ve learned. Going around

a family…” with information they discovered in their interviews. (i.e. “I come from a family that immigrated over 3 generations ago” or “I come from a family that celebrates with traditional Puerto Rican food.”) Go around the circle as many times as you like, students should be prepared to share several statements. Do any of the students’ families share a country, region or city of origin? Are some traditions different even if families emigrated from the same country? 4. OPTIONAL: Once everyone has shared their “I come from..” statements, pin the different locations on a world map, as well as a special pin for Chicago (or current city).Attach yarn to each pin and have each students pin of origin connect to your current city.

Supporting All LearnersBe sensitive to those families that may not be legal immigrants. The family interviews are not about legal status. Some families may want to indicate that their ancestors came from a city within the United States, rather than another country. Others may list more than one place to

Honor their replies.

there a particular moment when you realized that playwriting was what you wanted to do with your life?CM: From the time I was a child I was always writing, making up stories and acting in plays. When I was a teenager I thought I wanted to be an actor, and began to study it seriously in college. I did a semester at the National Theatre Institute at the O’Neill Center in Connecticut when I was 19. I became very excited about writing plays there – there was a playwriting course that met once a week and I found that I was more focused and intensely driven in that class than any of the acting classes I was taking.

back. ASC: What in this play speaks to your own life? Is there a particular character you most identify with? CM: I am the child of immigrants – my mother was from Puerto Rico, and my father was born

planted in American culture. It’s a strange duality that really has shaped me, my world view and my work. In that sense I deeply identify with Gabi,

child of Mexican immigrants. I also identify with the parents – as a parent myself, I am always hyper aware of the decisions I make in relation to my kids and how it will impact them. Sometimes you do things with good intentions, but the outcome can be negative – I really feel Dolores’ and Reymundo’s dilemma. They want the best for their children and are doing what they think is right for them. But parents make mistakes, but hopefully they can learn from them and do better. In the end, my job as a playwright is to identify with ALL of my characters, even characters like the Coyote, who is the villain of the piece. You have to acknowledge all of your characters’ humanity….

ASC: What message or feeling are you hoping audiences will walk away with?CM: I want audiences to really experience the world through Gabi’s eyes as she goes on her journey. She’s just a kid who is learning

family’s history, and the challenges of being an undocumented immigrant in this country. I want people to feel hopeful that on the other side of the journey there will be hope for her and all like her.

pg 6pg 9

Carlos discusses the script with the Director, Tom Arvetis

Starting Points

Themes Family roles and responsibilities, heritage, true/perceived identity,

salad bowl

Inquiry Question: At Adventure Stage Chicago we start every performance with a question for the audience. We ask them to keep that question in mind as they watch the show and we return to the question afterwards; allowing students, teachers and parents to share observations and draw connections to their own lives. We

investigating the following line of inquiry: Why do people move from one place to another? In our show, many of the characters choose to leave the familiar and go on a journey to a new place. We want the audience to pay attention to why the characters make that choice, what are they journeying to and what are they leaving behind?

Pre-Show Questions: 1. What makes a place your home? 2. What does it feel like to be “the new kid”? 3. What are your dreams for your future?

Post-Show Questions:1. Why did Gabi’s parents keep secrets from her? 2. In what ways was the Coyote good? In what ways was he bad? 3. Why did Gabi choose to go so far from home for high school? 4. Would you have made that same choice?

Quotes:“People have dreams, I help make them come true” Coyote

“You think freedom is something they give away for free?” Coyote

“She paid me by being kind. Caring. Thoughtful. Loving.” Mujer Azul

“This is like the most important day ever, and you’re not going to be there?” Gabi

“You do good in your new school- es muy importante. Lo mas importante” Reymundo

“Gotta travel light, move swift and quiet like the coyote so the Migra doesn’t get you…” Coyote

“No need to be afraid…You’ve taken this trip before.” Coyote

“If I get lost, how are you going to help me? Two lost people on the CTA…” Gabi

“Because I don’t understand... Why you hide things from me. Why all the secrets-“ Gabi

“So many what ifs. What if the school’s so big I get lost? What if I don’t make any friends? What if the homework’s too hard, teachers don’t think I’m smart enough?” Gabi

“All these people come in all different shapes, sizes, colors…Black, White, Mexican, Asian…It’s like the whole world came together just to be on this bus…” Gabi

“I’ve got these two opposite feelings inside me. It’s like they’re

I’m excited, that’s one of the feelings. I’m also afraid, that’s the other feeling.” Gabi

“Weird, yeah, like some mad scientist decided to make crazy breeds in the laboratory… I’m a rare specimen.” Ricardo

“The reason you are sitting in this room today is because someone in the past- could be recent, could be generations ago- decided they wanted a better life. For themselves. For their children. For their children’s children. For you.” Ms. Chan

“A simple step… I am now en Los Estados Unidos, and you, my little friend, are still in Mexico…” Coyote

“If I have an amazing history, how come I don’t know anything about it?” Gabi

“Pay attention to your dreams. They might tell you things you know in your heart.” Coyote

“Why didn’t I listen to my mother and just go to the neighborhood school? What makes me think I’m so special?” Gabi

“I know all the routes- and if you’re good, if you follow my rules I’ll let you follow.” Coyote

“m’ija..those dreams I had for myself? I have them for you…” Dolores

Some of the members of the design team looks on as the sound designer, Robert Steel, shares samples

Putting the Play into Context- Exploring Gabi’s World

WEST TOWN Chicago’s West Town consists of many neighborhoods including Wicker Park, Ukrainian Village, Pulaski Park and Humboldt Park. One of the smaller and lesser known neighborhoods is Noble Square, which is named in part for Noble Street. The corner of Augusta Boulevard and Noble Street is home to the Northwestern Settlement House (and Adventure Stage Chicago). Both Augusta Blvd. and Noble St. were named after important leaders in early Chicago – Mark and John Noble, famous civic leaders, and Augusta Carpenter, the daughter of a well-respected Chicago landowner. Noble Square was originally settled by Polish immigrants, who remained prominent members of the area for most of the 1900s. Many aspects of the strong Polish history remain, though today the neighborhood is home to a variety of different people and cultures.

THE COYOTECoyotes are a species of canine that live in North and Central America and can be found in almost every state in the United States including Alaska. They are smaller than their close relative the wolf, and rarely attack humans. Coyotes are known for their ability to adapt to living in suburban and even urban environments, killing rodents and small pets for food and living in cemeteries, parks and industrial areas. According to a study by wildlife ecologists at Ohio State University, it is estimated that there are up to 2,000 coyotes living in the greater Chicago area! Coyotes are

mythological stories, particularly in Native American, Southwestern and Mexican cultures. The Coyote of legend is typically seen as an inventive trickster and is usually given human characteristics such as the ability to speak.

LA MUJER AZULThere are many stories of the Lady in Blue (also called “The Blue Nun”, “The Woman of the Desert”, “Saquasohuh” and “Kachina of the Blue Star”) appearing in the desert. Beginning in the early1700s she appeared to Native Americans in Arizona, New Mexico and Texas. She always appears dressed in a blue Franciscan nun’s habit and brings comfort, healing and hope to those in

need. She was originally believed to be the spirit of a nun in Spain that could teleport out of her body during prayer and travel to “New Spain” (the Western United States) to spread the word of God and convert Native American tribes to Christianity. Over the years she has become a mythical character, appearing in the desert to comfort and

border crossing into the US.

THE MELTING POT VS. THE SALAD BOWLThe melting pot is a metaphor for a society with many different peoples becoming more culturally similar, the different elements “melting together” into a harmonious whole with a common culture. It is especially used to describe the many different cultures that came into the United States as a result of immigration and how they all began to blend together with the common culture through assimilation (assimilation is when people of different backgrounds come to see themselves as part of a larger national family). Later in the 1900s, many people thought that the idea of creating one uniform culture was not as appealing as a rich, vibrant multi-cultural society. People began to recognize that cultural differences within society are valuable and should be preserved, and instead came up with the metaphor of a salad bowl to replace the melting pot. This allowed different cultures to mix, but remain distinct at the same time.

ELLIS ISLANDEllis Island, nicknamed America’s Golden Door, was the United States’ largest and busiest immigration station between 1892 and 1924. In the years it was functional, Ellis Island saw over 12 million immigrants and once even saw a record 11,747 people on one day in 1907. A typical inspection lasted between 3 to 5 hours as immigrants were processed, though sometimes they would have to stay overnight or were contained in the medical facility before being granted citizenship. For most immigrants, Ellis

new opportunities and experiences in America. However, Ellis Island was known as the “Island of Tears” for the 2% of individuals who were denied entry, separated from their families and sent back to their home countries. Today, the US Customs and Border Protection processes over 700,000 non-native residents daily through

and Ports of Entry.

www.adventurestage.org pg 8pg 7

EMIGRATE VS. IMMIGRATE There is often confusion between these two verbs. To emigrate means to leave one’s own country in order to settle permanently in another while to immigrate means to come to live permanently in a foreign country. They are two sides to the same coin, one cannot occur without the other. In discussions of immigration the idea of “push” and “pull” comes up. The “push” is the reason one chooses to emigrate (i.e. poverty, war, lack of opportunities, etc). The “pull” is the reason one chooses to immigrate (i.e. work, family, opportunity, etc.). Again, they are often two sides to the same coin.

THE DREAM ACTThe DREAM Act, which stands for Development, Relief, and Education for Alien Minors, is a proposed bill of law that was

DREAM Act would provide conditional permanent residency to undocumented people living in the United States who meet certain requirements. In order for this residency to be granted, these undocumented residents must be people of good moral character who graduate from high schools in the U.S., arrived in the United

(continuously) prior to the bill being enacted. The Senate has yet to pass the law, but in 2012 President Barack Obama signed an executive order that gave an estimated 800,000 young people who were illegally in the United States “deferred action” status and a work permit.

It’s only now, when I think backon the youth I was

that I can feelheartache for my innocence

for my mother’s silent fortitudefor our unspoken fears;for lives that were hard

but rich in dreams.

-an excerpt from Jaime Manrique’s poem Leaving Ybor City from Red Hot Salsa:

Bilingual Poems on Being Young and Latino in the United States

Northside College PREPARATORY HIGH SCHOOL Northside College Prep is a public 4-year selective enrollment magnet high school, teaching at the Honors and AP levels only. The school serves approximately 1,100 students and is located in the North Park neighborhood of Chicago. Founded in

High School to be built in Chicago in 20 years. Northside quickly earned a reputation for academic excellence, and has been consistently ranked as the #1 public high school in Illinois by US News.

In modern slang, the name coyote refers to a person who smuggles un-documented people from Mexico into the United States for a fee.

Putting the Play into Context- Exploring Gabi’s World

WEST TOWN Chicago’s West Town consists of many neighborhoods including Wicker Park, Ukrainian Village, Pulaski Park and Humboldt Park. One of the smaller and lesser known neighborhoods is Noble Square, which is named in part for Noble Street. The corner of Augusta Boulevard and Noble Street is home to the Northwestern Settlement House (and Adventure Stage Chicago). Both Augusta Blvd. and Noble St. were named after important leaders in early Chicago – Mark and John Noble, famous civic leaders, and Augusta Carpenter, the daughter of a well-respected Chicago landowner. Noble Square was originally settled by Polish immigrants, who remained prominent members of the area for most of the 1900s. Many aspects of the strong Polish history remain, though today the neighborhood is home to a variety of different people and cultures.

THE COYOTECoyotes are a species of canine that live in North and Central America and can be found in almost every state in the United States including Alaska. They are smaller than their close relative the wolf, and rarely attack humans. Coyotes are known for their ability to adapt to living in suburban and even urban environments, killing rodents and small pets for food and living in cemeteries, parks and industrial areas. According to a study by wildlife ecologists at Ohio State University, it is estimated that there are up to 2,000 coyotes living in the greater Chicago area! Coyotes are

mythological stories, particularly in Native American, Southwestern and Mexican cultures. The Coyote of legend is typically seen as an inventive trickster and is usually given human characteristics such as the ability to speak.

LA MUJER AZULThere are many stories of the Lady in Blue (also called “The Blue Nun”, “The Woman of the Desert”, “Saquasohuh” and “Kachina of the Blue Star”) appearing in the desert. Beginning in the early1700s she appeared to Native Americans in Arizona, New Mexico and Texas. She always appears dressed in a blue Franciscan nun’s habit and brings comfort, healing and hope to those in

need. She was originally believed to be the spirit of a nun in Spain that could teleport out of her body during prayer and travel to “New Spain” (the Western United States) to spread the word of God and convert Native American tribes to Christianity. Over the years she has become a mythical character, appearing in the desert to comfort and

border crossing into the US.

THE MELTING POT VS. THE SALAD BOWLThe melting pot is a metaphor for a society with many different peoples becoming more culturally similar, the different elements “melting together” into a harmonious whole with a common culture. It is especially used to describe the many different cultures that came into the United States as a result of immigration and how they all began to blend together with the common culture through assimilation (assimilation is when people of different backgrounds come to see themselves as part of a larger national family). Later in the 1900s, many people thought that the idea of creating one uniform culture was not as appealing as a rich, vibrant multi-cultural society. People began to recognize that cultural differences within society are valuable and should be preserved, and instead came up with the metaphor of a salad bowl to replace the melting pot. This allowed different cultures to mix, but remain distinct at the same time.

ELLIS ISLANDEllis Island, nicknamed America’s Golden Door, was the United States’ largest and busiest immigration station between 1892 and 1924. In the years it was functional, Ellis Island saw over 12 million immigrants and once even saw a record 11,747 people on one day in 1907. A typical inspection lasted between 3 to 5 hours as immigrants were processed, though sometimes they would have to stay overnight or were contained in the medical facility before being granted citizenship. For most immigrants, Ellis

new opportunities and experiences in America. However, Ellis Island was known as the “Island of Tears” for the 2% of individuals who were denied entry, separated from their families and sent back to their home countries. Today, the US Customs and Border Protection processes over 700,000 non-native residents daily through

and Ports of Entry.

www.adventurestage.org pg 8pg 7

EMIGRATE VS. IMMIGRATE There is often confusion between these two verbs. To emigrate means to leave one’s own country in order to settle permanently in another while to immigrate means to come to live permanently in a foreign country. They are two sides to the same coin, one cannot occur without the other. In discussions of immigration the idea of “push” and “pull” comes up. The “push” is the reason one chooses to emigrate (i.e. poverty, war, lack of opportunities, etc). The “pull” is the reason one chooses to immigrate (i.e. work, family, opportunity, etc.). Again, they are often two sides to the same coin.

THE DREAM ACTThe DREAM Act, which stands for Development, Relief, and Education for Alien Minors, is a proposed bill of law that was

DREAM Act would provide conditional permanent residency to undocumented people living in the United States who meet certain requirements. In order for this residency to be granted, these undocumented residents must be people of good moral character who graduate from high schools in the U.S., arrived in the United

(continuously) prior to the bill being enacted. The Senate has yet to pass the law, but in 2012 President Barack Obama signed an executive order that gave an estimated 800,000 young people who were illegally in the United States “deferred action” status and a work permit.

It’s only now, when I think backon the youth I was

that I can feelheartache for my innocence

for my mother’s silent fortitudefor our unspoken fears;for lives that were hard

but rich in dreams.

-an excerpt from Jaime Manrique’s poem Leaving Ybor City from Red Hot Salsa:

Bilingual Poems on Being Young and Latino in the United States

Northside College PREPARATORY HIGH SCHOOL Northside College Prep is a public 4-year selective enrollment magnet high school, teaching at the Honors and AP levels only. The school serves approximately 1,100 students and is located in the North Park neighborhood of Chicago. Founded in

High School to be built in Chicago in 20 years. Northside quickly earned a reputation for academic excellence, and has been consistently ranked as the #1 public high school in Illinois by US News.

In modern slang, the name coyote refers to a person who smuggles un-documented people from Mexico into the United States for a fee.

there a particular moment when you realized that playwriting was what you wanted to do with your life?CM: From the time I was a child I was always writing, making up stories and acting in plays. When I was a teenager I thought I wanted to be an actor, and began to study it seriously in college. I did a semester at the National Theatre Institute at the O’Neill Center in Connecticut when I was 19. I became very excited about writing plays there – there was a playwriting course that met once a week and I found that I was more focused and intensely driven in that class than any of the acting classes I was taking.

back. ASC: What in this play speaks to your own life? Is there a particular character you most identify with? CM: I am the child of immigrants – my mother was from Puerto Rico, and my father was born

planted in American culture. It’s a strange duality that really has shaped me, my world view and my work. In that sense I deeply identify with Gabi,

child of Mexican immigrants. I also identify with the parents – as a parent myself, I am always hyper aware of the decisions I make in relation to my kids and how it will impact them. Sometimes you do things with good intentions, but the outcome can be negative – I really feel Dolores’ and Reymundo’s dilemma. They want the best for their children and are doing what they think is right for them. But parents make mistakes, but hopefully they can learn from them and do better. In the end, my job as a playwright is to identify with ALL of my characters, even characters like the Coyote, who is the villain of the piece. You have to acknowledge all of your characters’ humanity….

ASC: What message or feeling are you hoping audiences will walk away with?CM: I want audiences to really experience the world through Gabi’s eyes as she goes on her journey. She’s just a kid who is learning

family’s history, and the challenges of being an undocumented immigrant in this country. I want people to feel hopeful that on the other side of the journey there will be hope for her and all like her.

pg 6pg 9

Carlos discusses the script with the Director, Tom Arvetis

Starting Points

Themes Family roles and responsibilities, heritage, true/perceived identity,

salad bowl

Inquiry Question: At Adventure Stage Chicago we start every performance with a question for the audience. We ask them to keep that question in mind as they watch the show and we return to the question afterwards; allowing students, teachers and parents to share observations and draw connections to their own lives. We

investigating the following line of inquiry: Why do people move from one place to another? In our show, many of the characters choose to leave the familiar and go on a journey to a new place. We want the audience to pay attention to why the characters make that choice, what are they journeying to and what are they leaving behind?

Pre-Show Questions: 1. What makes a place your home? 2. What does it feel like to be “the new kid”? 3. What are your dreams for your future?

Post-Show Questions:1. Why did Gabi’s parents keep secrets from her? 2. In what ways was the Coyote good? In what ways was he bad? 3. Why did Gabi choose to go so far from home for high school? 4. Would you have made that same choice?

Quotes:“People have dreams, I help make them come true” Coyote

“You think freedom is something they give away for free?” Coyote

“She paid me by being kind. Caring. Thoughtful. Loving.” Mujer Azul

“This is like the most important day ever, and you’re not going to be there?” Gabi

“You do good in your new school- es muy importante. Lo mas importante” Reymundo

“Gotta travel light, move swift and quiet like the coyote so the Migra doesn’t get you…” Coyote

“No need to be afraid…You’ve taken this trip before.” Coyote

“If I get lost, how are you going to help me? Two lost people on the CTA…” Gabi

“Because I don’t understand... Why you hide things from me. Why all the secrets-“ Gabi

“So many what ifs. What if the school’s so big I get lost? What if I don’t make any friends? What if the homework’s too hard, teachers don’t think I’m smart enough?” Gabi

“All these people come in all different shapes, sizes, colors…Black, White, Mexican, Asian…It’s like the whole world came together just to be on this bus…” Gabi

“I’ve got these two opposite feelings inside me. It’s like they’re

I’m excited, that’s one of the feelings. I’m also afraid, that’s the other feeling.” Gabi

“Weird, yeah, like some mad scientist decided to make crazy breeds in the laboratory… I’m a rare specimen.” Ricardo

“The reason you are sitting in this room today is because someone in the past- could be recent, could be generations ago- decided they wanted a better life. For themselves. For their children. For their children’s children. For you.” Ms. Chan

“A simple step… I am now en Los Estados Unidos, and you, my little friend, are still in Mexico…” Coyote

“If I have an amazing history, how come I don’t know anything about it?” Gabi

“Pay attention to your dreams. They might tell you things you know in your heart.” Coyote

“Why didn’t I listen to my mother and just go to the neighborhood school? What makes me think I’m so special?” Gabi

“I know all the routes- and if you’re good, if you follow my rules I’ll let you follow.” Coyote

“m’ija..those dreams I had for myself? I have them for you…” Dolores

Some of the members of the design team looks on as the sound designer, Robert Steel, shares samples

Spotlight on Playwright Carlos MurilloIn each Learning Guide we like to spotlight one of the many people who work behind the scenes to bring a production to the stage. For this spotlight we interviewed the playwright, Carlos Murillo. Through extensive interviews with community members he was able to create a unique, fantastical and personal play, and now he’s taking on the role of interviewee to give us an inside look at Augusta and Noble.

ASC: Can you describe the collaborative process this play has gone through up to this point?CM: ago. When Tom [ASC’s Producing Artistic Director] asked me to write it, I began attending Adventure Stage’s theatre workshops to start to get to know the community. It was a great mixture of young people and adults, and a lot of our interactions left a deep impression

around the community to interview. Many were kind enough to sit down with us and tell their stories, which were amazing to hear. Then I started writing – the character of Gabi and her story began to emerge. Tom and I would meet periodically to discuss story and scenes I was writing. The input had been really useful – again since

the work through the lens of someone with much more experience in this particular area. In November we invited actors in to read the work in progress. I am presently in the process of completing the play. We start rehearsals at the end of February.

ASC: Where did the idea for this particular play begin?CM: It evolved over several months. We’d interviewed a good number of people in the community, heard their stories. While every story was unique, there were a number of issues that would come up time and time again. Immigration was a big theme – the challenges of adapting to a new country, culture, economic situation

– especially when the question of legal status is in play. How does all this impact the children of immigrants? Where do they stand in relation to their identities? From that, a number of images arose – the idea of a trickster coyote coming face to face with a young girl who is navigating a major transitional moment in her life being the main one.

ASC: What’s your relationship to the West Town neighborhood?CM: I didn’t have much of a relationship prior to working on this project. But since spring of 2012, when we really started to work on this project, I’ve spent a lot of time at the Settlement House, met a lot of people through the Adventure Stage theatre classes, and had the opportunity to do a lot of interviews with members of the community. What I’ve learned is that West Town is an incredibly diverse community with a rich and evolving history.

ASC: Who and what inspired the central character of Gabi? CM: I would say that Gabi is a composite of a lot of inspirations… As part of our research we interviewed a number of young people around Gabi’s age. Hearing their stories was a huge inspiration. Also talking to parents of kids that age, I learned a great deal about that particular age range, and the kind of worries, concerns, hopes parents have for their kids. There are people from the deeper past that also inspired me – folks dealing with the very problem she’s facing in the play. And lastly – I have a nine year old daughter, Eva, who is very bright and loves watching plays – I wanted to create a character she could relate to, feel for and root for.

ASC: How was your process in creating Augusta and Noble different than some of your previous work? CM: audiences, so it’s been a great learning experience. Being new to this kind of storytelling, it’s been great to work closely with Tom and the company as I develop the piece – he knows this audience extremely well and the kinds of stories that resonate with them. Tom has been amazing in guiding me in the right direction, while honoring my own unique methods of storytelling. It’s also been an incredible experience to get to know members of the community and to hear their stories. I hope that what I’ve written is a positive,

ASC: What do you hope an audience takes away from the story you’ve created?CM: There is so much debate in this country about immigration, especially the status of immigrants that come without legal clearance. It’s very tempting to get caught up in the politics of it and lose sight of individual lives and what’s at stake for families. Seeing this issue through the eyes of a young girl hopefully humanizes the issue and hopefully will inspire healthy discussion.

pg 10pg 5

Carlos workshops the script with actors and the design team

Arts-Integrated Activities

I Am A Tree Drama Warm-up

Objectives: To work collaboratively to build a stage picture using creative movement, decision making, and listening skills.

Learning Standards: Fine Arts 25A.3b, 26. B.3b

Materials: none

Procedure: 1. Have the group stand in a circle and ask for 3 students to volunteer to go into the center.

by stating “I am a tree” and posing as a tree.3. The second student then states “I am a cat in the tree” and poses.4. The third student then states “I am an owner, looking for my lost cat in the tree” and poses.5. The three students are now in a tableau (frozen picture). At this point, any student from the circle can step in and tap

pose. The new “tree” then makes a different statement about what inanimate object they now are while maintaining the original pose (i.e. a scarecrow, a coat rack, etc.) Don’t forget, the cat and the owner are still in the tableau as their original characters. 6. As soon as the new object is stated, another student steps in and taps out the second volunteer (cat) and creates a new statement and pose about what animal they are and how their new choice relates to the new object. 7. As soon as the new animal is stated and posed, a third student steps in and taps out the third volunteer (the owner of the cat) and makes a statement and pose displaying the new person they are representing and how they relate to the prior two. 8. The cycle goes on and on, 1 inanimate object, 1 animal and 1 person. If the group is very good at the game you can announce that it only ends when we get back around to the tree. Otherwise, the facilitator decides when the game has ended (hopefully after all students have had at least one turn in the center.)

I Come From…

Objectives: Students will explore their heritage, celebrate the diversity of others, and practice investigative communication skills by interviewing their families.

Learning Standards: Social Science 18A.3, 18.C.3b, 17.A.2b

Materials: Family Interview Questionnaire (available to download from our website)

Procedure: 1. Create a “Family Interview” sheet to distribute to your class. Suggested questions: Where did your family emigrate from? How? How long ago? What is a family tradition from your culture?2. Tell students that they’re going to act like newspaper reporters and interview their families to discover where they originally emigrated from. They can interview their parents, grandparents, guardian or whomever they feel comfortable interviewing.3. When everyone has completed their interviews, have the class stand in a circle to share what they’ve learned. Going around

a family…” with information they discovered in their interviews. (i.e. “I come from a family that immigrated over 3 generations ago” or “I come from a family that celebrates with traditional Puerto Rican food.”) Go around the circle as many times as you like, students should be prepared to share several statements. Do any of the students’ families share a country, region or city of origin? Are some traditions different even if families emigrated from the same country? 4. OPTIONAL: Once everyone has shared their “I come from..” statements, pin the different locations on a world map, as well as a special pin for Chicago (or current city).Attach yarn to each pin and have each students pin of origin connect to your current city.

Supporting All LearnersBe sensitive to those families that may not be legal immigrants. The family interviews are not about legal status. Some families may want to indicate that their ancestors came from a city within the United States, rather than another country. Others may list more than one place to

Honor their replies.

pg 4

EVENING AT HOME It is late in the evening and Gabi is working on her homework. Jesus enters and asks her to tell him the truth about their father, which she does. He then asks her for a story and she tells him the tale of how the rabbit outsmarted the coyote. He falls asleep and she puts him to bed.

AN ATTEMPTED INTERVIEW As Dolores hurries to get breakfast ready, Gabi tries to interview her for her homework assignment. Dolores continues to evade her questions when Jesus chimes in with his own question. He wants to know where their father has gone and Dolores tells Jesus that his father is in California visiting a cousin. Gabi doesn’t understand why her mother has lied, but doesn’t correct her.

THE ELLIS ISLAND SIMULATIONRicardo is upset with Gabi for not calling him over the weekend to work on their interviews. They commiserate over their failed efforts to get their parents to talk about their pasts. Ms. Chan explains that the class is going to role-play that they are arriving at Ellis Island and they will use the interview responses they gathered to guide their

to be her mother. Halfway through the exercise the Coyote steps into the role of immigration

begins pressing Gabi for answers about her parents. Ms. Chan notices that Gabi isn’t acting like herself and holds her after class to talk to her. When

how much responsibility Gabi has had to shoulder while her father is away she extends her deadline and offers her advice. Out in the hallway Ricardo is waiting to see if she is ok. He wants to complete the assignment together but Gabi insists that she needs to do it alone.

ANOTHER LATE NIGHTThe group of travelers is struggling to keep going, especially the Pregnant Woman who is on her last leg. They avoid La Migra by hiding in the dark until they pass. Gabi is fed up with the Coyote who won’t admit he is lost and wants to strike out on her own. The

her rabbit doll and Gabi secures it right before she is awoken by her brother who wants to know the truth about their father’s absence. After she sends him back to bed she has a dream-like encounter with her father who tries to comfort her.

THE DESERT The group has been traveling for many hours and it is nearing morning. The Coyote has gotten lost and the travelers demand they stop for rest. They are nearly out of water and The Coyote offers to go off and search for more, promising to return in a few short hours. Gabi fears he will break his promise and leave them to die in the desert.

A LATE NIGHT HEART TO HEART Dolores returns home after a very long day of work. She and Gabi begin talking and Gabi asks her what her dreams were when she was young. Delores shares her childhood dreams and explains that she now has those dreams for Gabi and that is why they came to the US. Gabi presses her to reveal how they came to the United States and how her father is traveling to and from Mexico.

heading off to bed. Gabi’s father appears again to tell her that her Abuelo has passed away and that he will try to be home in two weeks.

EMERALD LIGHTS Gabi wanders through the desert alone, delirious and thirsty. Out of nowhere appears the Coyote in disguise as a Junk Vendor and he tries to barter water for her rabbit. Just as she’s about to relent

at no cost. The two battle for Gabi’s trust, forcing Gabi to choose a protector. Once Gabi has quenched her thirst she stumbles upon the pregnant woman and her husband. The woman is giving birth and they are

they manage to deliver the baby safely. Before they head to the city in the distance Gabi sees the newborn baby girl and recognizes her.

A PATCH OF GRASS WITH A VIEW OF THE SKYLINEGabi sits on the grass looking at the skyline as Jesus plays soccer by himself. Ricardo enters and they talk about their parents, their fears and their identities as Americans. They agree to give their homework assignment another try together. As Gabi leaves she sees a vision of her father traveling with the Mujer Azul protecting him and she wishes him a safe journey home.

pg 11

Arts-Integrated Activities

Public vs. Private Masks

Objectives:their private persona. Students will design two masks to represent both sides of themselves in a clear and creative manner.

Learning Standards: Visual Arts 26.B.3d, 26.B.4d

Materials: lined paper, mask template available on the website, markers/crayons/colored pencils, scissors, yarn or string.

Procedure: 1. Students brainstorm on a piece of paper who they are when they are out in the world (at school, in their neighborhood, etc.) They can list words or draw doodles. This list represents their public persona.2. Then students brainstorm who they are in their private lives (with close friends, family and when they are alone) they should pay particular attention to aspects of themselves that they don’t share with the outside world such as hobbies, secret wishes, deep feelings, etc. 3. Each student is handed a mask template and asked to trace the outline of the face and eyes onto the back side of their paper. 4. One side will represent their public persona and the other side will represent their private persona. Through images and words each

the mask.

them out and cut out the eye holes (the dotted line indicate where cuts should be made) and then use scissors to poke out the string holes (marked with an x) before tying the ends of a piece of yarn or string to each hole. 6. Each student then shares their public mask with the class, highlighting at least one thing from each side, but they can choose whether or not they want to show their private mask.

The Push & Pull of Immigration

Objectives: Students investigate the causes of

teenage immigrants.

Learning Standards: English Language Arts: RI 1, W 2, SEL 2B.4b

Materials:immigrants- can be found in collections such as Kids Like Me, Voices of the Immigrant Experience by Judith

emigration/immigration from pages 7-8 of the learning guide

Procedure:

person account of immigration. It”s best if each group is assigned a different story to investigate. 2. They then create a report that answers the following questions:

to emigrate?

immigrate to the US?

How long did it take?

take to feel at home here?

their decision to make?

(customs, language, food, religion, etc.)?3. After the students have prepared their report they then stage the journey of their immigrant as a tableaux (frozen picture). One student portrays the emigrant leaving their country trying to embody the “push” factors that caused them to leave and their feelings about departing. The second student portrays the journey; how their immigrant felt and the challenges they faced. The third student portrays the immigrant in the US; how they felt upon arrival, how they learned to assimilate. Each student can say one word to go with their tableaux. 4. Groups take turns presenting their report to the class and sharing their tableaux. 5. The facilitator can take photographs of each group’s tableaux to be displayed with their report.

Because Augusta and Noble is still a work in progress, you may notice some plot changes when you come to see the show!

A COYOTE HOWLSIn the middle of the night El Coyote enters dancing and playing a video game. When he wins the game he howls at the moon in celebration. La Mujer Azul appears and shushes Coyote, reminding him that the children in the neighborhood need their sleep for the

they discuss their shared history in the desert.

LIGHT OF THE REFRIGERATOR Gabi Castillo-Sanchez

kitchen packing food for a journey. Gabi is curious to know what her father is doing awake and where he is going, and Reymundo reveals that he must return to Mexico to visit his ailing father. He asks her to try hard in school, stay away from boys and take care of the family. Through a window Gabi spies her father giving money to a Coyote, who in turn notices her, and smiles before disappearing into the darkness with her father.

THE COYOTE DREAM BEGINSEl Coyote appears in her dream and orders her to come with him immediately. She is frightened, but he tells her it is time for them to make a journey across the desert so that she can be reunited with her family.

THE FIRST DAY OF SCHOOLGabi’s mother, Dolores, wakes Gabi from her dream in the early morning to begin the long trek across town to her new High School. Dolores wants to accompany her on the trip, but Gabi insists she can do it on her own. On the way to the blue line station Gabi’s 11-year-old brother Jesus notices the ears of Gabi’s stuffed rabbit, Conejito poking out of her bag and warns her that the other kids will make fun of her if they see it.

THE JOURNEY TO NORTHSIDE BEGINSGabi sits on the train trying to calm her nerves and noticing how many different types of people there are, unlike the she’s used to in her neighborhood. The Coyote approaches, disguised as an old man, and begs her for food. She insists she has no food and he makes a grab for Conejito. She hears her stop called and rushes off the train to catch her bus. A CTA worker, La Mujer Azul in disguise, blocks the old man from pursuing Gabi and her rabbit. Later Gabi stands at the entrance of Northside College Prep. High School, excited and scared to be entering her new school. She hugs Conejito for good luck and steps inside. GABI LOST IN THE HALL

hit her. She soon discovers she’s been “pennied”, (a Northside tradition of throwing pennies at the freshman), by another freshman named Ricardo. He notices Conejito’s ears sticking out of her backpack and to make her feel better reveals the Spider-Man doll

he brought in his backpack for good luck. They introduce themselves and when he reveals that he too is lost, she proceeds to lead the way. On the way they discuss their backgrounds and Ricardo explains that he is half Puerto Rican and half Polish.

THE FIRST ASSIGNMENT The social studies teacher, Ms. Chan,Island and explains that America is a “nation of people that come from other places.” Gabi asks her where she is from and Ms. Chan explains that she is part Chinese, part Cuban, but born in America. The students are fascinated by her family history and she explains

interview someone in their life about their experiences immigrating to Chicago. Ricardo and Gabi agree to work together on the assignment. Ricardo explains that his parents are divorced but that his parents each take him back to their native countries on a regular basis. When Gabi reveals that she’s never visited Mexico, Ricardo

and they hurry to their next class.

THE BLUE LINE RIDE HOME Gabi falls asleep on the train and her desert dream resumes. Suddenly the train transforms into a rickety desert bus which is stopped by El Coyote. He ushers everyone off, explaining that this is where they will cross the border and the desert. He explains the rules of their crossing; no talking, no stopping, and they must do exactly what he says at all times. As they cross into the US the Coyote collects his fee. Gabi has no money but the Coyote is willing to accept her rabbit as payment. She only agrees to the deal provided he gets them all safely to their destination. As they wander away into the darkness Gabi is awoken by the CTA announcement that they’ve reached her stop. Gabi tries calling Woj about their homework assignment but hangs up when she reaches his voice mail.

pg 12pg 3

Synopsis of the Play

www.adventurestage.org

You will encounter the following words in the synopsis:

homogeny- being/looking the same, lacking diversity

La Migra- a Hispanic-American slang word for United States

Coyote- A person who smuggles undocumented immigrants across the border for a fee

La Mujer Azulthose in the desert

Packing for the JourneyObjectives: Students will create and personalize a paper travel backpack and celebrate the diversity of their origins by examining the role of heritage in personal identity.

Learning Standards: 18.A.2, 25. A. 3e

Materials: 1. Packing for the Journey Worksheets (available to download from our website)2. Small photos of each student

4. Glue5. Scissors

Procedure: 1. Complete the “I Come From…” activity if students are unsure of their family’s origins.2. Hand out a backpack worksheet to each student and distribute the small student photos so that they can glue their picture onto the backpacks. 3. Ask students to pretend they are preparing to leave home and move to another country. Using pictures from magazines and drawings each student should “pack” three important things they would bring with them on their journey.

ancestors brought with them to this country? What might the students have brought if they were in their ancestors place?

Howl at the Moon

Mirror Exercise

Objectives: Students will create the shape and character of El Coyote through focus, listening, and physical movement.

Learning Standards: Fine Arts 26.A.3b Drama, 25.A.2b

Materials: None

Procedure: 1. Have students stand in pairs facing each other. Be sure each pair has space all around them.2. Ask the students to slowly start mirroring their partners’ movements, really paying

should look like they are moving as one, no one leading and no one following.3. Once students are comfortable mirroring each other, ask them to imagine that they are growing claws like those of El Coyote. See what these new features do to the rest of their physicality.4. Next have them imagine they have grown fur all over their bodies as well as a bushy tail. Can these coyotes even stand on two feet anymore?5. Finally, have the coyotes grow a snout and fangs. Have them say ‘hello’ and try howling at the moon (in sync). How can they change their voices and movements to represent El Coyote? 6. Slowly have them transform back into humans, one body part at a time.

To download additional activities and resources, please go to our website, www.adventurestage.org

INTRODUCTION

Letters from the Education 1Department and the Director

Table of Contents 2

ON THE STAGESynopsis of the Play 3 - 4

Spotlight on the playwright, 5 - 6 Carlos Murillo

IN THE CLASSROOM

Putting the Play into Context- 7-8Exploring Gabi’s World

Starting Points - Themes, 9Questions & Quotes

Arts Integrated Activities 10-12

AT THE THEATER

Acknowledgements & 13 Recommended Resources

Coming to our Theater & 14Directions

BACK COVERUpcoming Events

Table of Contents

pg 2pg 13

Acknowledgements: The content of this Learning Guide was shaped and edited by Merissa Stewart and Shawn Escarciga. The guide’s layouts & cover were designed by Eric Tuttle / tuttlecreative.com. Cover art by Ben Rumback.

Recommended Resources For

Further Investigation: Non-Fiction:

by Thomas Hoobler (Ages 7+) This collection of personal narratives

20,000 years.

by Janet Bode (Ages 12+) Eleven teenage immigrants tell compelling stories of their escapes from war, poverty, and repression to carve out new lives in America.

by Judith M. Blohm and Terri Lapinsky (Ages 8+) Twenty-six personal narratives of young people making new homes in unfamiliar

learn different languages, and share their unique cultural identities. Includes discussion questions and activities.

by Ellen Levine (Ages 7+) This book addresses what it was like for the 12 million immigrants who arrived on Ellis Island at the turn of the 20th century.

Fiction:

singled out to receive a scholarship to boarding school, she longs to explore life beyond her small Texas barrio, even though it means leaving her family to navigate a strange world of rich, privileged kids.

by Sandra Cisneros (Ages 10+) Esperanza Cordero is a young Latina girl growing up in Chicago, who must invent for herself who and what she will become.

by Ann Jaramillo (Ages 12+) Fifteen-year-old Miguel and his younger sister must make the grueling trek north to cross the border and join their parents in California.

by Alice Mead (Ages 10 +) Linda Berati, is an Albanian immigrant living in Brooklyn. Her mother refuses to answer questions about her past forcing Linda to search for clues on her own.

by Judith Ortiz Cofer (Ages 8+) Maria is a girl caught between two worlds, two languages and two parents: her mother in Puerto Rico and her father in a barrio in New York.

www.adventurestage.org

Websites:

On this site you can watch the award-winning documentary

through Ellis Island from 1892 to 1954.

This website provides immigration and citizenship activities focusing on American literature, geography, and history for elementary through high school students.

Movies: (1986) rated G

A young mouse named Fievel and his family decide to migrate from Russia to America at the turn of the 20th century for a chance at a better life. When Fievel ends up in the New World alone he

(2007) rated PG-13

Rosario is working illegally in the United States to provide a better life for her son Carlitos who remains at home in Mexico. When his Abuela dies Carlitos stows away on a van that’s headed for the border, looking for his mother.

(2006) rated PG-13 This coming-of-age drama centers on Gogol, a teenager torn between his parents’ Indian traditions and his modern lifestyle. He prefers for his friends to call him “Nick” but the true meaning of his name is a story that spans two continents and two generations.

Adventure Stage Chicago acknowledges the following sources for information and images included in this guide:p. 3-4 http://1.bp.blogspot.com/_GFLdQ4v9px4/TLyrLc4HBnI/AAAAAAAAAQU/9j-iigjxfkk/s1600/ottawa-090825-coyote-garbage-banner.jpg, http://walkinthedust.

rabbit_stuffed_animals/thing?id=16442413, http://www.trbimg.com/img-4f43ef53/turbine/chi-bus-report-image/600, http://upload.wikimedia.org/wikipedia/en/d/d9/LaneTechRearView.png, http://legacy.mikenymanphotography.com/images/thematic-uploads/2010/09/wpid4041-Hallway-G10-03133.jpg, www.ellisisland.org/genealogy/

http://fc00.deviantart.net/fs70/f/2010/306/8/2/new_vegas__night_by_snowblindsociety-d320j6r.jpg, http://historyinphotos.blogspot.com/2013/01/lewis-hine.html, http://vampireexplored.wordpress.com/page/3/

p. 7-8 coyote_main.jpg, http://cdn.c.photoshelter.com/img-get/I0000GvTTOHXrKtA/s/900/900/9-11-Tribute-Fence-New-York-City.jpg

p. 9-10 http://blog.lucidrealty.com/images/West_Town.jpg, http://www.wolfpark.org/Images/Education/coyote.jpg, http://s.ecrater.com/stores/54996/49d118e5348a9_54996n.jpghttp://imgc.allpostersimages.com/images/P-473-488-90/37/3783/JH8IF00Z/posters/mark-carwardine-mexican-wolf-running-living-desert-zoo-palm-desert-california-usa.jpg, http://images.sodahead.com/polls/002141571/729627528_meltingpotsaladbowl_xlarge.jpeg,http://www.schackerphoto.com/images/ellis-image1.jpg, http://www.latinamericanstudies.org/immigration/italians-1911.jpg, http://upload.

com/2093/2209831337_699fba614a_z.jpg, http://4.bp.blogspot.com/_u_KW4nuKg9k/SPsrpI0qgII/AAAAAAAAGUQ/b9zEp_EfX_g/s320/m-106b.jpg, http://3.bp.blogspot.com/-8u0ULbw5cFk/Ty6p0UDstKI/AAAAAAAAAC8/25Mo2iFs7mU/s1600/Dream+Act.

jpg?w=640&h=405&crop=1

p. 13 http://1.bp.blogspot.com/_RnXizkVApgc/TGIJUwdh6HI/AAAAAAAAAEw/2_uDz0eB-WE/s1600/Call+Me+Maria.jpg,http://www.wallpaperpimper.com/wallpaper/Movies/The_Namesake/The-Namesake-1-W7IFQNGRFO-1024x768.jpg, http://2.bp.blogspot.com/-pzz_q1w-CY4/TzRFu3JimII/AAAAAAAAAC4/KEgWGbLeqpE/s1600/IMG_2012_02_09_9999_29.JPG

Dear Parents, Artists, Neighbors and Educators:

We are so excited to be sharing this deeply personal piece with you at last! The stories that were woven together to create and inspire this play were gathered from the Northwestern University Settlement House community through story circles and interviews with neighbors over the past 18 months. Even though this story takes place in our West Town neighborhood, we know that Gabi’s story is not exclusive to our community or even to the city of Chicago, but is a common tale that is being played out every day across the country. As with much of the work we produce, we try not to shy away

topics that kids are facing every day but rather examine them and try to understand the nuances. Augusta and Noble does not present the world as black and white where it is always easy to identify who is right and who is wrong. The stories of immigrants are often complicated and Gabi discovers the unsettling truth that she has been living her whole life in the gray areas. This leads her to question her memories of the past and the motives of her parents in a way that illuminates the struggle of many young people growing up with dubious citizenship. We want to share the story of one girl so that we are all reminded that immigrants are individuals; with lives, families, hopes and dreams, rather than continue to reduce them to numbers and statistics. We hope the young people in our audiences can relate to Gabi’s struggles as she comes of age and starts to explore beyond the safety of her neighborhood and community. In addition to new neighborhoods, a new school and new friends, she must also face a new and awesome truth about herself that truly tests her courage and reveals her inner strength.

As always, we want to provide a path to dialogue between children and adults, students and teachers. We hope you use this guide to begin those conversations, tie themes from the play into your curriculum, and follow up after the show by going deeper through activities and discussions. We also want to participate in the conversations generated by the play, and to that end we encourage you and the young people in your lives to post comments and questions on our blog or write letters to the actors after the show. We hope this guide is a useful companion to the play and we thank you for all the work you do to bring art into young peoples’ lives!

Merissa StewartDirector of Education

merissa@adventurestage.org

pg 14

Planning Your Field Trip

We want your visit to ASC at the Vittum Theater to go as smoothly as possible! Here’s an idea of what to expect during your field trip.

Seating Requests: Seating for our shows is prearranged based on special seating needs and the ages of students. Please call 773.342.4141 before you arrive if we need to accommodate members of your group with hearing, vision, or mobility impairments.

Arrival: Please arrive between 10:00 and 10:15 a.m.; our shows begin promptly at 10:30. Buses should pull in front of the theater at 1012 N. Noble Street. Remain on your bus until a member of our staff has come to the bus to greet you and your students. We will then lead your group into our lobby for a short speech about our theater and the performance you are about to see.

Performance: A member of our staff will show your group to their seats. Performances run approximately 90 minutes and include a post-show discussion. The entire event usually lasts around two hours. We ask that all members of your group remain in the theater until the performance and discussion are over. If you must leave before the discussion, however, please let us know in advance.

Lunch: Unfortunately, we do not have space available for students to eat lunch in the theater or at the Settlement House.

Departure: At the conclusion of the performance and discussion, we dismiss the audience school by school in order to reduce confusion. Staff will lead you down the stairs and to your buses, which will be waiting for you on Augusta Blvd. in the bus lane in front of Peabody Elementary School.

Directions to 1012 N. NobleFrom South Chicago: Take the Dan Ryan West (90/94 toward Wisconsin). Exit at Milwaukee/Augusta. At the end of the exit ramp, continue West on Augusta one block to Noble. Turn Right (North) onto Noble. Arrive at the theater on Left.

From North Chicago: Take the Kennedy East (90/94 toward Indiana) to the Division Street exit. At the end of the exit ramp, take a Right (West) onto Division Street and follow it to Ashland. Turn Left (South) onto Ashland and follow it one light to Augusta. Turn Left (East) onto Augusta and follow one light to Noble. Turn Left (North) onto Noble. Arrive at the theater on Left.

From West Chicago: Take the Eisenhower East (290 toward the Loop) to the Dan Ryan West (90/94 toward Wisconsin). Exit at Milwaukee/Augusta. At the end of the exit ramp, continue West on Augusta one block to Noble. Turn Right (North) onto Noble. Arrive at the theater on Left.

Thanks for your support! -ASC Staff

pg 1 www.adventurestage.org

Coming To Our TheaterFrom the DirectorFrom the Education Department

The creation of Augusta and Noble began over a year ago when I asked playwright Carlos Murillo to collaborate with Adventure Stage on a play that explored the lives of real people in our West Town neighborhood. After ten years of making plays about somewhere else, we felt it was about time we tell a story that takes place right

of is diverse and growing. So how might we, as a theatre company,

of our neighborhood?

This impulse to engage you, our audience, in a thoughtful, socially conscious experience stems from our roots as a program within the Northwestern Settlement House, a social service organization with a 120-year track record of doing good and important work here in West Town.

From its earliest days, West Town distinguished itself as a gateway for immigrants. And so Carlos and I embarked on a great journey of listening to our neighbors tell us how they came to Chicago and why. And one reason consistently rang out above all others: the

characters that should still be very familiar to you. Daughter Gabi struggles with homework, with getting along with her parents and her brother, with making friends. Her parents struggle with raising a family, with making money, with watching their children grow up. They also struggle with a singular secret that jeopardizes the stability of their family and the future they imagine for themselves.

As part of the Settlement legacy, Adventure Stage offers Augusta and Noble as an invitation for you to imagine new possibilities for yourself whether your family came to Chicago last year or last century. We want to spark the sensation of hope and possibility in a world that is too often wracked with hardship. We want to open up conversations that are inclusive of everybody – both young people and adults – because we believe that young people have an important role to play in making a positive difference in the world and elders have everything to gain by listening.

Augusta and

destination for the Castillo family who came to Chicago many years ago. Hopefully, you’ll be inspired to wonder how you got here.

Tom ArvetisProducing Artistic Director tom@adventurestage.org

Adventure Stage ChicagoProfessional Development WorkshopThursday, March 14th from 4-8pm

Building Empathy in the Classroom-Using Drama

to Explore Difficult Topics

Chicago students often have to face tough issues in their homes, neighborhoods and schools, which can be challenging for classroom teachers to know how to address. Drama can be a powerful tool to start conversations, see new perspectives and celebrate uniqueness. Workshop attendees will engage in hands-on activities to unpack how they can design curriculum that will build empathy, compassion and respect in the classroom. Through movement, art-making, readings and discussion ASC will share methods for engaging all students and creating safe classroom environments in which they can

Our Professional Development Workshop will provide 4 CPDU credits as well as

of Augusta & Noble.

The Workshop costs $15, which includes dinner and all materials.Registration required and space is limited. To register call 773.342.4141 or visit our website at www.adventurestage.org.

Learning Guide

Neighborhood Bridges Residency ProgramBring an ASC Teaching Artist into your classroom! Neighborhood Bridges is a comprehensive program of storytelling and creative drama designed to help children develop their critical literacy skills and to transform them into storytellers of their own lives. Teaching Artists work in the classroom on a weekly basis in collaboration with the Classroom Teacher to determine which areas of their curriculum can be investigated deeply with an arts-integration approach. Teachers leave with a tested model for arts-integrated lesson-planning and implementation, which they can recreate and develop over time and across the curriculum. The emphasis is on social and individual transformation and building bridges between people and communities, while developing students’ collaborative and public speaking skills. Through theatre games, storytelling, improvisation, reading, and creative writing, students develop their ability to write, speak and think critically. Neighborhood Bridges helps young people grapple with

society. It challenges young people to identify the roots of social problems, examine their own feelings, and propose creative, non-violent solutions. Participating Classrooms Receive:

Partnership – 24 residency hours over the course of 12 weeks

Exposure – Tickets and transportation for a single Adventure Stage performance and the opportunity to present the students’ learning on the Vittum Theater stage.

Resources – Learning Guide, Promptbook, lesson plans, and supplies.

For more information, contact Merissa Stewart, Director of Education 773.969.5573 or merissa@adventurestage.org

Operated by Northwestern Settlement