American Mosaic 2012-2013 - Nicholas Senn High School

Transcription

American Mosaic 2012-2013
DRAMATURGY
Written and Compiled by:
Lynne Pace Green, Education Director
Michael Driscoll, Education Associate
Kate Leslie, Education Apprentice
Laura Matthews, Education Apprentice
Al Evangelista, Literary Apprentice
Rebecca Spooner, Literary Apprentice
columbinus Dramaturgy
columbinus FACTS1
columbinus is based on true events and inspired by actual people, writings, and
records. The play’s journey begins inside a fictional high school – any high
school – and ends with the factual events of April 20, 1999. Though the journey
begins in a fictional world, virtually every inch of the script has been based on
fact. The information below briefly catalogs the moments of fact and the origins of
the authors’ choices through out the play.
CAFETERIA p.27-31
•
•
•
In Columbine, jocks were notorious for throwing catsup packets in the
cafeteria. Dylan and Eric were the targets of this several times.
The school’s motto is: “Through these halls pass the finest kids in
America”.
The Trench Coat Mafia consisted of a group of “outcasts” at Columbine
High School named for the black trench coats they wore. Harris and
Klebold had joined the group in the fall of 1998, and were never fully
assimilated.
DRAMA p.31-36
•
•
•
Dylan ran sound for several shows as part of Columbine High.
In his senior year, Dylan was on the sound crew for Frankenstein.
Dylan had a hard time dating women. In fact, in his journals was found a
letter to a girl apparently never sent.
CREATIVE WRITING p.36-42
•
•
•
Dylan’s actual essay and the teacher’s actual markings and comments are
the basis for this sequence. Though the essay has been abridged, his
words (and the teacher’s comments) are quoted verbatim.
Dylan and Eric were both known to speak German in the hallways. At the
bowling lanes they were known to yell "Heil Hitler" when they rolled
strikes.
Their favorite bands were Rammstein and KMFDM.
GUIDANCE PART II p.42-45
•
•
Eric played soccer and also applied to the Marines.
Eric's tirade to the guidance counselor is taken from his journal.
1
Round House Theatre Education & Outreach Department, Patricia Hersch,
Jerry Whiddon, PJ Paparelli, columbinus Study Guide, Round House Theatre,
Bethesda, MD
2
PHYSICAL EDUCATION p.45-52
•
•
•
Eric suffered from a chest deformity for which he had surgery and was left
scarred.
The verbal exchange in the locker room between Eric (Freak) and another
student (Jock) is based on an encounter noted by a fellow Columbine
junior.
Eric was on the anti-depressant Luvox, the drug that would later prevent
him from being accepted into the Marines.
HISTORY LESSON p.52-60
•
•
•
•
Eric’s journal writings featured prominently in this section (all of his
proclamations of “I hate…”) are quoted verbatim from his website.
Eric had a fascination with Natural Selection (the words “Natural
Selection” were on the white T-shirt he wore the day of the shooting) and
with Nietzsche’s uberman philosophy. Eric and Dylan were both professed
admirers of Hitler
Eric was a fan of violent video games, especially Doom.
Eric’s writings and rants were posted on his website.
WORK p.60-68
•
•
•
•
•
Eric and Dylan worked at Blackjack Pizza in Littleton, CO. Eric was
reprimanded for bringing a pipe bomb to work. His coworkers also
recount incidents in which he would set off dry-ice bombs in the parking lot
behind Blackjack’s.
Instructions for making bombs were posted on Eric’s website.
The manager of Blackjack's had knowledge of Eric's fascination with
explosives.
Eric's tirade to Faith is taken verbatim from his journal.
Eric asked several girls to the prom including one girl who worked at a
salon near Blackjack Pizza. She did not go to the prom with him.
I.M. (Instant Message) p.68-72
•
Eric and Dylan often communicated mischief through I.M. including an
incident where they hacked into the school's computers. They were
expelled for three days.
3
MISCHIEF p.72-77
•
•
•
•
•
Eric named himself "REB" (a short form for "Rebel"), Klebold had adopted
the pseudonym "VoDKa": Vodka was one of his favorite drinks, and the
“DK” in the middle stood for "Dylan Klebold".
The Columbine High School mascot was a rebel, which was a colonial
soldier with a gun.
In their junior year, Eric and Dylan went on “rebel missions” where they
would vandalize property in their neighborhood using everything from
spray paint to superglue to BB guns and eggs.
Eric and Dylan had a history of naming guns. The gun that they used in
the shooting was called Arlene.
Eric and Dylan were arrested for breaking into a van and stealing
electronic equipment. They were caught in Eric's Honda parked a few
miles from the scene by a Littleton County police officer. They were
charged with first-degree criminal trespassing, theft and criminal mischief.
They were sentenced for a year in the juvenile diversion program. The
judge's verdict is verbatim.
DINNER p.77-88
•
•
•
In an interview, one of Eric’s friends said that Eric brought him to his
father’s closet and brought out a pipe bomb that his father had confiscated
from him.
Dylan’s creative writing teacher spoke with Klebold's parents at a parentteacher conference. She spoke with his guidance counselor. The
counselor spoke with Klebold. Klebold assured him it would be OK. “It
was just a story”, he said.
Dylan and Eric were grounded for two months for the van break in.
4
JUVENILE DIVERSION p.92-100
•
•
•
•
•
The juvenile diversion scene is taken verbatim from the juvenile diversion
records.
Eric and Dylan had to meet with a juvenile diversion counselor twice a
month for a year. They had to attend classes in anger and time
management, complete 45 hours of community service, and as pay hefty
fines. They both worked all summer at Blackjack Pizza to earn money to
pay off the fines.
In a journal entry almost a year before the shootings, during the beginning
of his juvenile diversion, Eric began to develop his plan for the shootings.
The money they earned at Blackjack Pizza went to purchasing the guns.
The counselor's summaries at the end of juvenile diversion are taken
verbatim. Both Dylan and Eric had early termination from the program.
THE BASMENT TAPES/WHAT IF p.101-115
•
•
•
•
•
•
•
•
Much of the dialogue from "the eve" is taken from videos Dylan and Eric
shot in their basement in the months before the shooting as well as taken
from journal entries and web postings.
Eric found out days before the shooting that he was rejected from the
Marines because of his prescription drug use.
Dylan did go to the prom with his friend, Robyn Anderson who is
responsible for buying one of their guns.
In the months before the shootings, Eric and Dylan practiced at a nearby
shooting range with the actual weapons used in the shooting.
Eric kept the arsenal for the shootings in his bedroom; in his closet, under
the bed and secret cupboards. In one of the videos he gives a tour of his
room showing all of the ammunition and weapons.
Eric and Dylan had great enjoyment for the movie Natural Born Killers.
The projection of the day planner and cafeteria drawing are Eric's.
All of the quotes from the end of “What If” to the end of the play are 100%
fact, taken from spoken interviews and police interviews.
GOODBYE p.135-136
•
The dialogue and the shots in the goodbye video are taken verbatim.
5
INTERVIEW WITH THE PLAYWRIGHT
ATC Artistic Director and columbinus co-playwright, PJ Paparelli, sat down with
ATC’s Education staff to discuss columbinus. We wanted to provide our
classroom teachers and teaching artists with an opportunity to hear from him in
regards to his thought on the play’s intention, structure, and impact on other
schools across America.
Why did you choose to use composite characters in the first act of the
play?
PJ: We wanted the play to feel like it could happen anywhere, but we didn't want
to create fictional characters. So, we decided to do workshops in different high
schools on the east coast and in the Midwest. The teenagers would discuss the
social structure of their school, how they would categorize themselves and other
students, and how people saw them on the out side versus what they didn’t show
people on the inside. The students were distilling themselves down to specific
types. We conducted multiple interviews with the students and based the
composite characters in columbinus on these types.
What did you want the audience to get out of their experience watching
Eric and Dylan?
PJ: When we began this process “evil” kept coming up in the media. The media
kept dismissing the real issues around what makes somebody do something like
this. We felt it was important to never sympathize with Dylan and Eric, but to
understand the factors that upset them and led to their depressions. By the end
of the first act, the audience feels bad for them because they have been abused.
However, at the same time, the audience also sees these elements of darkness
that are a step beyond someone who is depressed or ostracized. The second act
balances several things. It depicts Dylan and Eric’s ability to manipulate their
environment and execute their plan but also reminds the audience that they are
just boys. They are 18 year olds who are trying to process a lot of things that are
happening to them. There’s a sadness in that. But at the end of the day, even
though we’ve humanized them, “The Library” scene makes the audience realize
the damage they have done.
What do you think the piece has to say to the student population and
audience we are working with?
PJ: The play is about isolation and how we treat each other in high school. I want
the play to bring an awareness of our responsibility to each other in high school
as students and as adults who support these little microcosms of society. We
need to listen to each other.
6
Can you talk about why columbinus is a docudrama play? How does it
differ from the traditional docudrama format?
PJ: Pure docudrama texts are derived verbatim from source material, every
ounce of it. This is not. As the play progresses it moves closer to that model. And
that's sort of what we wanted. The action of the play could hypothetically start
anywhere and as the play progresses; the play would end specifically at
Columbine High School.
Is there a specific style to the piece?
PJ: No, the play is not all one style, it changes. That was part of the challenge of
putting columbinus together, but it was also part of the excitement. In act one
every scene is told through a different means; some without words, some with
words, some very naturalistically, some very comically. That cornucopia of
adolescence is what we were going for; this kind of music video of their lives. The
second act is different because it settles on real people. The intention in the
second act is not to reinterpret the characters, but to accurately portray them.
The end of the play is an ensemble piece. “The Library” and the “Aftermath” both
require the ensemble to bear witness to an event and to what the community
went through.
What advice would you want to give the teaching artists and classroom
teachers?
PJ: Investment is really important for this play to work. That investment comes
from the students comparing the characters and situations of columbinus to their
school. When high schools have worked on this project they have said it gets
students talking about something that is uncomfortable, especially if you have
classes with “cool kids” and “not so cool kids”. The play is about stepping into
somebody else’s shoes and understanding what they’re going through. That
requires the students to talk about their lives and the classroom teachers and
teaching artists have to embrace that. I think the play is dangerous if you don't
have those conversations. You want everybody to connect as a class before they
start doing those scenes. I would encourage the teachers and teaching artists to
take their time at the beginning of the process. Have a conversation about types,
what their school is like, and how they feel. The teaching artists and classroom
teachers need to be brave and create a safe space to share genuinely.
7
WHAT IS DOCUMENTARY THEATRE?
Documentary theatre
uses materials such
as interviews,
newspapers,
government reports,
and many other
sources as primary
material to develop a
script. In
documentary theatre,
interview material
The Laramie Project, Tectonic Theatre Project
from a variety of
perspectives is
presented in an
unbiased attempt to represent all voices involved.
Documentary
theater typically
has sparse design
choices, allowing
the audience to
focus on the
words that are
being spoken.
Generally, each
actor in the piece
takes on several
roles. The actors
Twilight: Los Angeles, 1992, Ana Deavere Smith
change costumes
and use body
language in order to portray a multitude of characters on stage. The events are
not acted out but told from the point of view of the person being interviewed or
the author of the source material. The actors convey what they know is accurate
and allow the audience to develop their own points of view.
Notable Documentary Theatre pieces: include: The Laramie Project by Moises
Kaufman and the members of the Tectonic Theatre Project, Twilight: Los
Angeles, 1992 by Ana Deavere Smith and God’s Country by Steven Deitz
8
TIMELINE OF EVENTS2
The following timeline documents the events of the shooting on April 20, 1999.
The massacre began at 11:10am and concluded at 12:08pm.
Documents, including maps of the school, additional surveillance footage, Patti
Nielson’s 911 call, and the full Jackson County police report can be found at the
following link:
http://www.cnn.com/SPECIALS/2000/columbine.cd/Pages/TOC.htm
•
11:10 Harris and Klebold arrive at Columbine High School.
•
11:14 Harris and Klebold enter the cafeteria and place two large duffel bags
containing 20-pound propane bombs set to explode at 11:17am. Harris and
Klebold return to the parking lot.
•
11:19 Klebold and Harris pull their shotguns and begin shooting at students in
the area, killing Rachel Scott and Daniel Rohrbough and injuring Richard
Castaldo.
•
11:24 Harris and Klebold enter the school. Teacher Patti Nielson suffers
abrasions from one of the gunmen and retreats to the library.
•
11:25 Nielson, hiding under the front counter in the library, calls 911. Teacher
Dave Sanders is shot attempting to escape the library hallway.
•
11:27 Harris and Klebold stalk the library hallway, throwing pipe bombs.
•
11:29 Harris and Klebold enter the library. Harris and Klebold kill 10 people
and wound 12 more. 34 of 56 people in the library escape injury.
•
11:36 Harris and Klebold stalk the hallways but do not attempt to break into
any rooms.
•
11:44 Klebold and Harris go to the cafeteria and attempt to detonate the
bombs.
•
12:00 Harris and Klebold return to the library and shoot at paramedics as they
rescue wounded students outside.
•
12:08 Harris and Klebold kill themselves.
2
Jackson County Sheriff Department, Narrative Timeline of Events,
http://www.cnn.com/SPECIALS/2000/columbine.cd/Pages/NARRATIVE.Time.Lin
e.htm (October 2012)
9
DEMOGRAPHICS OF LITTLETON, CO AND COLUMBINE
HIGH SCHOOL
According to the 2003 census, the population of Littleton, Colorado in 2000 was
40,340. The population demographic was 91.8% Caucasian, 1.2% African
American, 1.7% Asian, 8.4% Hispanic. 91.3% of the population possessed a
High School diploma and 40.1% possessed a Bachelors degree or higher. The
average household income was $50,583. 6% of the population lived below the
poverty line. 3
Columbine High School
Columbine High school is an upper middle class high school with an average
enrollment of 2,000 students. Student body demographics included 91%
Caucasians, 5% Hispanics, 2% Asian/Pacific Islanders, and 1% African
Americans. The school boasted a 92% graduation rate and a 79% college-bound
rate. 4
Columbine High School
3
United States Census Bureau
4
Sandra J. Austin, “Lessons Learned from the Shootings at Columbine
High School,” The Human Side of School Crises – A Public Risk
Symposium 2003
10
THE COLUMBINE VICTIMS
On April 20, 1999 Dylan Klebold and Eric Harris wounded 21 students and killed
12 students and one teacher. Below are images and short biographies of the
victims of the Columbine shootings.
Rachel Scott, age 17
Rachel, a senior at Columbine, was
an aspiring writer and actress. She
was the first victim killed on April 20th.
A month before her death, she wrote
in a school essay: "I have this theory
that if one person can go out of their
way to show compassion, then it will
start a chain reaction of the same.
People will never know how far a little
kindness can go.”
Daniel Rohrbough, age 15
Daniel enjoyed electronics and computer games. He
helped in his father's stereo business everyday after
school and, during the summer, he worked on his
grandfather's farm harvesting wheat as he had done
since he was three.
Kyle Velasquez, age 16
Just after he was born, Kyle suffered a stroke that
left him mentally disabled. After years of speech
therapy, therapy for his fine motor skills, and a
search for a school with the right fit, Kyle’s parents
enrolled him in Columbine. He had only been a
student there for three months.
11
Steven Curnow, age 14
Steven loved reading and playing soccer. Even
after Steven did not make the high school
soccer team, he never lost his love for the game.
He continued to play on his recreational soccer
team and was also a referee. Steven was also
an avid Star Wars buff and collected books,
video games, and could quote all the films. He
wanted to continue his education and become a
naval aviator.
Cassie Bernall, age 17
The center of her life was the West Bowles Community
Church, where she attended Bible study four or five
times a week and was active in the youth group. She
loved snowboarding, photography, rock climbing,
backpacking, and camping. She had plans to become
an obstetrician and to attend Cambridge University in
England
Isaiah Shoels, age 18
Born with a heart defect, his parents said he was a fighter
who overcame his disability and went on to play football
and wrestle. Isaiah also played keyboards and wanted to
become a record producer, like his father, Michael, who
started a musical firm to promote black musicians in the
Denver area. He was one of 16 African American students
enrolled in 1999. After graduation, Isaiah had planned to
attend the Denver Institute of the Arts.
12
Matthew Kechter, age 16
Matt Kechter was a sophomore. He played on both the
offensive and defensive lines of the football team. He was
also a weight lifter and an 'A' student at Columbine. Matt
wanted to attend the University of Colorado and continue to
play football there.
Lauren Townsend, age 18
Lauren would have been a valedictorian for the
senior class. Lauren was co-captain of the girls`
volleyball team, a member of the National Honor
Society, and worked at a local animal shelter. In
the fall of 1999, she had planned to attend
Colorado State University and study wildlife
biology.
John Tomlin, age 16
John worked after school at a local nursery hauling trees and
was very active in his church youth group. He loved Chevrolet
cars and had purchased a Chevy truck when he got his
driver’s license. He was buried in a satin-lined coffin
embroidered with Chevy trucks.
13
Kelly Fleming, age 16
Kelly Fleming and her family moved to
Littleton from Phoenix, Arizona 18 months
before the shooting. She was an aspiring
songwriter and author who wrote many
poems and short stories based on her life
experiences. She loved to read, especially
books about vampires. One day she hoped
to be a published author.
Daniel Mauser, age 15
Daniel loved to hike and ski. He was very interested in
current affairs and had brought up his disappointment with
the lack of gun control laws in Colorado to his father a few
months before the shooting. Daniel was known as a
peacemaker among his friends and classmates.
Corey DePooter, age 17
Corey was an avid fisherman and hunter. On the
day he died, he planned to go to the bank with his
father to get a loan for a used Mustang he'd picked
out. As a condition for the car, his parents had told
Corey he had to keep his grades up, which they
suspect was the reason he was in the library that
day.
14
Dave Sanders, age 47
Sanders started teaching at Columbine in 1975. He was a
popular business teacher, who also coached girls'
basketball and softball. According to one of his daughters,
his “number one love” was coaching. Over the years, the
twice-married father of four daughters and grandfather of
five children became a fixture at the school. A new
baseball field was named for him at Columbine High
School years after he was killed.
THE COLUMBINE MEMORIAL
The site of the Columbine Memorial
was dedicated and opened to the
public on September 21, 2007.
Each of the victim's families was
asked to provide a unique and
personal reflection in text that would
honor their loved one. These
remembrances were engraved in
stone and stand as a tribute to the
victims at Columbine High School.
15
PROFILES OF DYLAN KLEBOLD AND ERIC HARRIS
The following profiles are excerpts from the Jefferson County Sheriff
Departments Profiles of Klebold and Harris5
Dylan Bennet Klebold was born in Denver,
Colorado on September 11,1981. He was the
second child of Thomas and Susan and the brother
of Byron, three years older. As a boy, he was in the
Boy Scouts and was a pitcher on his Little League
team. His parents told investigators that Dylan was
a gentle boy and never gave any indications of a
violent nature.
Klebold attended Governor’s Ranch Elementary
School where he was part of the CHIPS
(Challenging High Intellectual Potential Students)
program for gifted and talented children and Ken
Caryl Middle School.
While at Columbine High School, Klebold became
active in school play productions and operated the lights and sound. He was
involved in video productions and Columbine High School’s Rebel News
Network. Klebold also became a computer assistant at school and helped
maintain the school computer server. He also built his own home computer.
His friends generally described him as shy and quiet and somewhat of a follower.
In most accounts, he was a typical teenager with an interest in video games,
movies, computers, and spending time with groups of other teenagers. According
to friends, nothing in his behavior gave clues of what he and Harris were
planning.
Investigators searched for answers to why Klebold opened fire on his classmates
and teachers. Although no clear-cut answers were found, there were clues.
Klebold left behind glimpses of his thoughts in the form of notes jotted down in a
day planner, a 1997 journal and writings in a math notebook and a yearbook.
5
Jackson County Sheriff’s Department, Glimpses of the Shooters,
http://www.cnn.com/SPECIALS/2000/columbine.cd/Pages/SUSPECTS_TEXT.ht
m (October 2012)
16
Eric David Harris was born April 9, 1981 in
Wichita, Kansas, to Wayne and
Kathy Harris. He had a brother, Kevin, who was
three years older. Wayne
Harris was in the U.S. Air Force and moved his
family many times during the course of his career.
In July of 1993 the family moved to Littleton,
Colorado. Eric went to Ken Caryl Middle School
where he met Dylan Klebold.
Wayne and Kathy Harris told investigators that, as
a child, Harris played soccer and baseball, and by
the 7th and 8th grades, developed an interest in
computers. Harris was also interested in baseball
cards, computer games and videos. His parents
said that their son was content to be by himself but also had close friends in high
school.
While attending Columbine High School, Harris became involved in video
productions and the school’s Rebel News Network as well as the school’s
computer labs.
In 1998, Harris applied for enlistment in the Marine Corps, but the medication he
was taking disqualified him.
Harris’ journal began in April 1998. Below is an excerpt from his journal depicting
his sense of inferiority and rage towards the human race.
17
THE BASEMENT TAPES
Harris and Klebold left behind videotapes documenting many of their plans,
activities, and philosophies. Harris and Klebold taped a tour of Harris’s bedroom,
showing off their weapons and bombs. They recorded each other conducting
dress rehearsals and they taped the drive in Harris’s car to buy supplies needed
for their plans.
While talking to the camera, Harris and Klebold laughed at how easy it was to
make other people believe what they wanted them to. They talked about how
“evolved” they were and how they considered themselves to be “above human.”
Klebold and Harris both talked on camera about the rage and anger that had built
up for years and declared they would destroy the world if they could. Harris
asserted that, “There is nothing that anyone could have done to prevent this. No
one is to blame except me and Vodka.” He went on to say their actions were “a
two man war against everyone else.”
18
MAJOR SCHOOL SHOOTINGS PRE AND POST
COLUMBINE6
Below is a timeline of major U.S. school and university shootings.
PRE COLUMBINE
•
Austin, Texas, August 1, 1966 – 16 deaths, 32 wounded. A former Marine and
University of Texas student opened fire in and around campus. He was killed by
a police officer.
•
Jonesboro, Arkansas, March 24, 1998 – 5 deaths, 11 wounded. Two boys,
ages 11 and 13, fired on their middle school from the woods.
POST COLUMBINE
•
Tucson, Arizona, October 29, 2002 – 4 deaths. A failing student killed three
professors and then himself at the University of Arizona School of Nursing.
•
Nickel Mines, Pennsylvania, October 2, 2006 – 6 deaths. A dairy truck driver
shot the female students at a one-room Amish schoolhouse. The man then shot
himself.
•
Blacksburg, Virginia, April 16, 2007 - 32 deaths. A student opened fire at
Virginia Polytechnic and State University in the worst single act of gun violence in
U.S. history.
•
Dekalb, Illinois, February 14, 2008 – 6 deaths. A former graduate opened fire at
Northern Illinois University before killing himself.
•
Huntsville, Alabama, February 12, 2010 – 3 deaths, 3 wounded. A University of
Alabama professor opened fire at a faculty meeting.
•
Chardon, Ohio, February 27, 2012 – 3 deaths, 2 wounded. A student opened
fire in a cafeteria at Chardon High School
6
Rueters, Timeline: Major U.S. School and College Shootings,
http://www.reuters.com/article/2012/04/03/us-usa-shootingsidUSBRE83201820120403 (November 2012)
19
VIDEO AND MEDIA RESOURCES
The following links provide media footage from the day of the shooting. The
media footage, both local and national, attempts to piece together the nature of
the tragedy, provide vital information to families, and evaluate why this event took
place. This material does contain graphic images.
http://www.youtube.com/watch?v=f_0CLDuKJvI&feature=relmfu
http://www.youtube.com/watch?v=8t8lAiIVpLk&feature=relmfu
http://www.youtube.com/watch?v=7G7cP640F8k&feature=relmfu
http://www.youtube.com/watch?v=BxfbvlCW8-0&feature=relmfu
http://www.youtube.com/watch?v=fwoAWD2mXXM&feature=relmfu
ABC News Nightline Report the evening of the shooting
http://www.youtube.com/watch?v=0TzBgauw7Jo&feature=related
NBC Nightly News with Tom Brokaw
http://www.youtube.com/watch?v=qQDx1wUFsKE&feature=related
http://www.youtube.com/watch?v=nvjDsCNBabI&feature=relmfu
The full surveillance video from the cafeteria can be viewed here. This video
documents Columbine students taking cover under tables and evacuating the
cafeteria (41:31-45:15). The video also documents the 16 minutes Klebold and
Harris spent in the cafeteria lighting and detonating pipe bombs (the two major
explosions can be seen at 01:04:45 and 01:06:30) as well as shooting the
propane tanks they had brought into the school (01:02:45-01:19:00).
http://www.youtube.com/watch?v=7LfwliEvCVY&feature=plcp
20

American Mosaic 2012-2013 - Nicholas Senn High School

Transcription

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