Risks


 * __Risk Taking (drama performance__**

1) Sara, Bronte, Jake, Harvey and Hugh 2) Risk- Being bullied and the different facts that influence this as well as mental emotional and physical issues that can occur as a result of being bullied. 3) The play is a fictional event and therefore stimulus was gathered from different sources such as novels, TV (summer heights high) and news paper articles. The idea is based of a performance that was performed in a drama work shop and further expanded by various people's knowledge and life experiences. Together as a group we formulated this idea and gathered stimulus that was required in assisting with the drama performance as well as the research aspect of the CLP. 4) We have chosen this particular task because it is essentially part of many people’s lives, the issue also focuses on factors that some of us may have experienced or been an active part of. It is also an interesting and diverse subject that has many good and beneficial aspects of drama included in it. It is a new and interesting topic to explore and develop. The performance aspect of this topic will allow us to discover our selves as a character and further help in the understanding of such a disorder and how it effects the lives of people influenced by it. 5) Costumes include: ·  Glasses- principal  ·  Jacket/overcoat- principal  ·  School uniforms- School students, mobile phone  ·  Dress- Mom of bullied child  ·  Halo- for the angle  ·  Props- Painted school scene and home scene as well as make believe ledge (attempted suicide scene) 6) The story is essentially about a young boy called Charlie (Harvey) with aspergers disorder. He is placed into a “normal school”, however due to his disorder he is not accepted by the other students of the school (Jake/Hugh). The principal and counsellor (Bronte) are determined to fix this problem to no avail for they are unable to reach the boy as he shelters deeper and deeper within himself. The other children (Hugh and Jake) continued to tease the new child his mother (Sara) is left to deal with the consequences and the pain that her son suffers. The child who remains friendless resorts to playing by himself and in other words becomes an outcast and a loner. While at home he plays in his front yard and is unaware that he is not alone. Two bullies from Charlie's school pass by his house by chance and catch him playing, they being the bullies that they are video Charlie while he is playing. When Charlie arrives at school the next day he is confronted by other children with the video and the bullying becomes worse. The Charlie finds that this is to much to cope with and is driven over the edge. Unsure of what he is doing Charlie attempts to commit suicide. Just as he is preparing to jump of a high ledge at the school an "angel" (Jake) act as his concious and manages to convince him out of the act. When the bullies (who witness the event) see what has happened they take back their ill mannered behaviour and peace is restored to the playground as well as Charlie. 7) Music: Will be provided through the use of a sound track, percussion and voice including:
 * Anxiety
 * Self harm
 * Loss of confidence
 * Suicidal thoughts and or attempts
 * Extreme sadness
 * Emotional damage
 * Social damage
 * Loss of self esteem
 * Disrupted study
 * Perpetuating bullying
 * Physical damage
 * Star wars theme song
 * School bell sound
 * Playground noise
 * Descent of the angel

=__Cast: __=  ====Charlie (Harvey) – Has aspergers disease and starts at a new school where he is bullied, because of his mental state he is pushed over the edge by this bullying and is driven to far when a video of him is sent around the school and he then attempts suicide. ====

Angel (Jake) – helps Charlie through his various problems and helps stop him from committing suicide. He is basically a guardian angel.
====Mom (Sara) – her child Charlie has aspergers disease and she is determined to send him to a normal school but is unable to help him with the bullying problems. ==== ====Playground crowd (Hugh and Jake) – Bully Charlie until he is driven over the edge they do not care for their actions and are typical school bullies. ==== ====Principal (Bronte) – witnesses the inappropriate behaviour towards Charlie and attempts to stop the children from bullying him as she tries to be a good principal as well as a counsellor. ====

 Growing up, Daniel Corcoran was the odd kid at school. He wasn't slow, but his coordination was off, and he tended to obsess on certain subjects, like light bulbs and air conditioners. At the time, his preoccupations with random objects seemed quirky, but harmless. But when Corcoran entered middle school, his quirks were not accepted by many of his classmates and his life became a social nightmare filled with name calling and other cruelties. Corcoran is now out of middle school and a sophomore at Ramapo College in Mahwah, N.J. His uncomfortable encounters persist, especially after taking the dangerous step of "coming out," as he puts hit, with his condition. Corcoran has Asperger's syndrome, and his decision to announce the disorder yielded mixed results from his peers. Asperger's syndrome is a form of high-functioning autism, characterized by social isolation and eccentric behavior during childhood. "It means my brain is different," Corcoran said. Twelve-year-old Noah Orent also has Asperger's, and like Corcoran, he's mild-mannered and began to get bullied at an early age. "I was just merely called 'Game Boy freak' or stuff. There was one kid that was the worst. He just called me names and he was not nice," Noah said. "He was mean -- mean to the bone. I was so mad that I couldn't let out my anger. I was just like hiding it. I just didn't feel like being at that school anymore." "Building social skill groups, where we're creating an atmosphere of an accepting peer groups so these kids don't feel isolated," Baker said. "They have people who are at least friendly to them." Working with what were once called the "uncool kids" has become a cool thing to do, and kids like Noah don't get picked on. "I was learning about basically just how to make friends and stuff," Noah said. "I mean, at my old school I never had many friends." "When we moved, I was so happy to be finally away from them. I felt better," he said. "So then I started here and now I'm having a lot of friends. I like the school, the staff, even Dr. Baker. And I'm having a good time." As for Daniel Corcoran, it's too late to go back to middle school, but he's grown content with where he is now. "I couldn't be happier, you know," Corcoran said. "I could be, but I mean this is, I haven't felt like in this amazing frame of mind since who knows when. It seems like all dreams start to come true." And while he has grown up in many ways, he still sometimes has bad days. Women and romance now perplex Corcoran as much as the bullies who once tormented him, and the Asperger's is sometimes to blame. "The thing that I realized -- I have to stop doing what's called trying too hard," he said. "Trying to force a conversation with a girl even if she's not fully interested in talking, asking too many questions, showing signs of being nervous, maybe." Corcoran said he was building the confidence that was often absent in those with Asperger's. "As long as I stand my ground, and I am who I'm supposed to be, and I get to love myself for who I am -- others are really really going to love me too," Corcoran said. "I really do think some people are going to like me. And I'm convinced I'm going to meet somebody really special one day." If Corcoran can picture that day, so can those who have known him all his life. Fitting in while standing out -- it isn't always easy for anyone but some have to work harder to get there. Noah is not alone, and some school systems are working on a solution to the social angst that affects many with the disorder. Jed Baker, a psychologist who works with many kids with Asperger's, found out the situation for kids with the disorder was very severe. "In some areas, there have been reports of 90 percent of kids with Asperger's are getting bullied on a daily basis," he said. Baker consults for the Milburn New Jersey Middle School, which has stepped up its focus on children with Asperger's and other conditions. His primary mission is to build a healthy social network of these kids. At Milburn, he partners children with Asperger's with volunteers from the student body.
 * Kids With Asperger's Syndrome: 'Bullied on a Daily Basis' **
 * 'Trying Too Hard' **
 * 'Bullied on a Daily Basis' **

=The Six Characteristics of Asperger's Syndrome= Those with Asperger's syndrome display varying difficulties when interacting with others. Some children and adolescents have no desire to interact, while others simply do not know how. More specifically, they do not comprehend the give-and-take nature of social interactions. They may want to lecture you about the //Titanic// or they may leave the room in the midst of playing with another child. They do not comprehend the verbal and nonverbal cues used to further our understanding in typical social interactions. These include eye contact, facial expressions, body language, conversational turn-taking, perspective taking, and matching conversational and nonverbal responses to the interaction. Those with Asperger's syndrome have very specific problems with language, especially with //pragmatic// use of language, which is the social aspect. That is, they see language as a way to share facts and information (especially about special interests), not as a way to share thoughts, feelings, and emotions. The child will display difficulty in many areas of a conversation processing verbal information, initiation, maintenance, ending, topic appropriateness, sustaining attention, and turn taking. The child's //prosody// (pitch, stress, rhythm, or melody of speech) can also be impaired. Conversations may often appear scripted or ritualistic. That is, it may be dialogue from a TV show or a movie. They may also have difficulty problem solving, analyzing or synthesizing information, and understanding language beyond the literal level. Due to the an Asperger child's anxiety, his interactions will be ruled by rigidity, obsessions, and //perseverations// (repetitious behaviors or language) transitions and changes can cause. Generally, he will have few interests, but those interests will often dominate. The need for structure and routine will be most important. He may develop his own rules to live by that barely coincide with the rest of society. Many individuals with Asperger's syndrome have difficulty with both gross and fine motor skills. The difficulty is often not just the task itself, but the motor planning involved in completing the task. Typical difficulties include handwriting, riding a bike, and ball skills. //Mindblindness//, or the inability to make inferences about what another person is thinking, is a core disability for those with Asperger's syndrome. Because of this, they have difficulty empathizing with others, and will often say what they think without considering another's feelings. The child will often assume that everyone is thinking the same thing he is. For him, the world exists not in shades of gray, but only in black and white. This rigidity in thought (lack of cognitive flexibility) interferes with problem solving, mental planning, impulse control, flexibility in thoughts and actions, and the ability to stay focused on a task until completion. The rigidity also makes it difficult for an Asperger child to engage in imaginative play. His interest in play materials, themes, and choices will be narrow, and he will attempt to control the play situation. Many Asperger children have sensory issues. These can occur in one or all of the senses (sight, sound, smell, touch, or taste). The degree of difficulty varies from one individual to another. Most frequently, the child will perceive ordinary sensations as quite intense or may even be underreactive to a sensation. Often, the challenge in this area will be to determine if the child's response to a sensation is actually a sensory reaction or if it is a learned behavior, driven mainly by rigidity and anxiety.
 * 1) Difficulty with Reciprocal Social Interactions
 * 1) Impairments in Language Skills
 * 1) Narrow Range of Interests and Insistence on Set Routines
 * 1) Motor Clumsiness
 * 1) Cognitive Issues
 * 1) Sensory Sensitivities

=//**Signs/facts of Asperger's disorder:**//=

About 10 times more boys than girls are diagnosed with Asperger syndrome, however, it is possible that girls with Asperger syndrome are better at learning and copying social skills.

Some people with Asperger syndrome are very talented in their chosen field of interest. They may enjoy academic and vocational success. While strengths and abilities differ from one individual to the next, a person with Asperger syndrome may have:
 * Some people can be very talented**
 * Normal or higher than average intelligence.
 * Extensive vocabulary - but many people have difficulty with the practical use of language (see above).
 * Expertise in their chosen topic of interest - although this can become difficult in social situations as they may only talk about one topic.
 * Excellent factual memory for their chosen topic of interest
 * Dedication and commitment to their job if they work in a supportive environment and their job is suited to their interests.
 * The drive to perform well at school or work, if given a supportive and inclusive environment.

=__Costumes (visuals):__=

Angel (Jake) -

Mom (Sara) - School Children (Hugh/Jake) - Charlie (Harvey) -

Principal (Bronte) -

=__Script__=


 * Entering principals office

S: Charlie I'm sure you will be just fine at this school ok? C: Ok mom P: Hi you must be Charlie and this is your mom? S: Yes that is correct

(freeze frame with Charlie)
P: It is very nice to meet you all, I am sure Charlie will settle in quickly. Ok Charlie would just like to ask you a few questions. C: Ok S: He is a little shy, (looks at Charlie) It's ok mom will help. C: hmm. P: Why did you leave your last school? C: (silent) S: He had a few problems with some of the children and some of them were not resolved. P: I'm sure he will be fine at this school i will make sure he settles in. Do you have any interests Charlie? C: Yep, Star Wars is my favourite especially the light sabers. P: I'm sure some of the other children will share your interest. S: I hope so. Ok Charlie it is time for me to go but you will be fine. (turns to principle) Thank you, take care of him. C: Bye mom


 * School Yard, Charlie 1st encounter with the bullies

J: Hey look a new kid H: What's your name kid? C: Hi I'm Charlie J: H:


 * At home

S: How was your day? C: I dont like it mom. I met some people to day and they were mean. S: ohh Charlie not again, give it a bit longer that was only your first day. C: They said star wars was stupid.

(freeze frame with mom)
S: Charlie you know it's not. Just ignore them they will leave you alone and i will talk to the principal. C: It will just be like the last school mom. S: No it wont know go and eat and then you can go and play outside. C: You'll see S: Go play forget about it.


 * In the garden (star wars theme is playing)

C: zoom zoom zoom, bang, bang C: Take that C: zoom, zoom, clash


 * Bullies walk by

J: Look it's the retarded new kid H: hahahah J: What's he doin? H: Dunno J: Lets look over the fence


 * looking over the fence

J: Hahaha H: Star wars retard J: Film him H: Yep sure then we can send it to Danny and Edi J: The whole school will know by tomorrow H: I don't even feel sorry for the retard J: Whatever dude H:


 * At school

J: Look at this H: Check it (School Kids Laughter)


 * Charlie turns up

J: Hey star wars kid H: Wanna see something retard C: Ok what is it


 * Shows him video

C: That's not fair J: So what H: The whole school has it, so go have a cry C: Please don't J: Give up freak C: I cant take this any more

(freeze frame with Charlie)
H: Here that he's gonna blow J: Hahaha C: Stop, stop i can't take it (runs away)


 * At the ledge

C: I've got to do this it's the only way A: What are you doing child C: What who's there A: Nobody, somebody, every body. C: Leave me alone A: Not until you back of the ledge C: I won't do it A: Fine i will stay here all day then C: I hate this and everybody hates me A: You know that not the truth, your mom loves you and you had your friend at your last school, did you not? C: Yeah ok that's true A: This is one small problem and life is filled with problems. The bullies are not more important than your life. C: I guess so

6) The bullies in our play do not care for their actions and it does not seem to bother them that they are picking on a child with a disorder they do not care who the target is just that they are "worth less" and an easy target. They take the risk of being bullies and in a way succeed in their endeavour. The child with the disorder takes a risk when he goes to a new school as does his mother when she sends him there. The angel takes the risk of being at the suicide scene as he may not be able to save the child.
 * Synopsis: **

7) Do you think it was fair the bullies got away with what they did? How do you think charlie felt when he was bullied? Do you think his mom and principal could have done more? Was the angel helpful enough that such an event it will not occur again? Is it fair Charlie had to go through all of this? Are the bullies actions justified by the fact that Charlie does not commit suicide?

Sara- I have learnt of the hardships that bullies victims suffer especially victims with disorders. I would like the audience to gain a deeper insight into the factors of bullying and disorders and the toll bullying can take on a victim.

Bronte- I have learnt that somthing so little can effect someone else in a big way. The bullies in our play dont realise the effect they have on the boy with the disorder, what there bullying can lead to. We were trying to portray the different risks involved with this situation.

Jake- through out the couse of the clp i have learned that how bullieing affect the victims and how it may not seem ike much at the time but if it happens on a daily baisis it can seriosly affect someones mental health