ABOUT THE Peter and the Starcatcher PLAY GUIDE
This play guide is a resource designed to enhance your theatre experience. Its goal is
twofold: to nurture the teaching and learning of theatre arts, and to encourage essential
questions that lead to an enduring understanding of the play’s meaning and relevance.
Inside you will find information about the plot and characters within the play, as well as
articles that contextualize the play and its production at Actors Theatre of Louisville.
Oral discussion and writing prompts encourage your students to reflect upon their
impressions, analyze key ideas, and relate them to their personal experiences and the
world around them. These prompts can easily be adapted to fit most writing objectives.
We encourage you to adapt and extend the material in any way that best fits the needs
of your community of learners. We hope this material, combined with our pre-show
workshops, will give you the tools to make your time at Actors Theatre a valuable
learning experience.
Peter and the Starcatcher student matinees and this play guide address specific
EDUCATIONAL OBJECTIVES:
Common Core State Standards
CCSS.ELA-LITERACY.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts using
valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
CCSS.ELA-LITERACY.CCRA.W.3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details and well-structured event sequences.
CCSS.ELA-LITERACY.CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and
the whole.
CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
National Core Arts Standards
TH.Re7.1 Perceive and analyze artistic work.
TH.Re8.1 Interpret intent and meaning in artistic work.
TH.Re9.1 Apply criteria to evaluate artistic work.
TH.Cn10.1 Synthesize and relate knowledge and personal experiences to make art.
TH.Cn11.1 Relate artistic ideas and works with societal, cultural and historical context to
deepen understanding.
If you have any questions or suggestions regarding our play guides, please contact
Jane B. Jones, Education Director, at 502.584.1265 x3045.
TABLE OF CONTENTS
Peter and the Starcatcher Synopsis, Characters and Setting
Following the Path of Peter
Writing Portfolio
Bridgework
Discussion Questions
Actors Theatre Education
Education Director
Jane B. Jones
Education Manager
Betsy Anne Huggins
Education Associate
Lexy Leuszler
Resident Teaching Artists
Justin Dobring
Liz Fentress
Asha French
Keith McGill
Letitia Usher
Karin Partin Wells
Education/Teaching Artist Interns
Jes Childress
Jenn Oswald
Play Guide By
Betsy Anne Huggins
Jane B. Jones
Huy Vo
Graphic Design
Amie Villiger
LOGOS:
Yum! Family Series
Kentucky Arts Council
Fund for the Arts
Peter and the Starcatcher Plot Summary
Have you ever wondered how Peter Pan got his name? Or how he met Tinkerbell? In
this swashbuckling grown-up prequel to Peter Pan, a dozen brilliant actors playing
pirates, mermaids—and of course, our favorite Lost Boys—set out for an adventure
filled with ingenious stagecraft and the limitless possibilities of theatrical storytelling.
The play opens on the dock of Portsmouth, where two ships are about to set sail: the
Wasp and the Neverland, both headed for the kingdom of Rundoon. Aboard the Wasp
is Lord Aster, father of Molly Aster, who has been tasked by the Queen of England to
deliver a trunk of precious cargo to Rundoon. An identical trunk is bound for the
Neverland along with three orphans, a nameless Boy and his friends Prentiss and Ted.
Bill Slank, the evil captain of the Neverland, switches the two trunks before setting sail
on the Neverland with Lord Aster’s daughter Molly and her nanny Mrs. Bumbrake in
tow. Once at sea the Wasp is taken over by the most feared pirate of the seven seas,
Black Stache! The adventure continues in this rollicking tale of friendship, daring and
the search for the leader in all of us.
Setting:
The play is set in 1885 during the reign of Queen Victoria, ruler of the British Empire.
The journey spans across the high seas, several ships with pirates and seafarers, an
orphanage for lost boys, and a tropical island and its inhabitants.
Characters:
THE ORPHANS
Boy (Peter): The hero Peter Pan who earns his name during the course of the play. He
is nameless, homeless, and friendless. He is a survivor. All he wants is a home and a
family.
Prentiss: Peter’s friend from the orphanage. He longs to be a leader, but doesn’t have
the skills to back it up.
Ted: Another of Peter’s friends from the orphanage, Ted is obsessed with food; he is
often called “Tubby” by Prentiss.
THE BRITISH SUBJECTS:
Lord Leonard Aster: Molly’s father, and a loyal subject to the Queen of England. He is
a Starcatcher— a protector of powerful starstuff.
Molly Aster: Lord Aster’s daughter and a true leader. She is an apprentice starcatcher.
Mrs. Bumbrake: Molly’s nanny.
Captain Robert Falcon Scott: Captain of the Wasp.
Grempkin: The mean schoolmaster of St. Norbert’s Orphanage for Lost Boys, where
Boy, Prentiss, and Ted lived as orphans.
THE SEAFARERS
Bill Slank: The Neverland’s vicious captain.
Alf: An old sailor, and love interest of Mrs. Bumbrake.
Mack: A very bad sailor who wants to be anywhere but under the thumb of Bill Slank.
Black Stache: The world’s most feared pirate. He and his crew take over the Wasp.
Black Stache is searching for a hero worthy of his villainy.
Smee: First mate to Black Stache. Single-mindedly dedicated to his captain’s every
whim.
Sánchez: A hardworking Spanish pirate.
THE NATIVES
Fighting Prawn: King of Mollusk Island. He has vowed to kill any English man that
visits his kingdom.
Hawking Clam: Son of Fighting Prawn and Sweet’n’Sour Shrimp.
Teacher: Formerly a salmon, now a wise mermaid that Boy meets on Mollusk Island.
Following the Path of Peter [IMAGES: J.M. Barrie-- Caption: The author in 1910.]
The iconic character Peter Pan has been delighting audiences both young and old since
1911. The character is everywhere in our media, from books and movies to television
shows and plays based on this beloved figure. But where did Peter come from, and
what are the next adventures for the boy who won’t grow up?
J.M. Barrie, a Scottish author and playwright, created the mythic character Peter Pan in
stories he told to entertain the children of a close friend Mr. Llewelyn Davis. The five
Llewelyn Davis brothers inspired the fantastic world of Neverland and are the namesake
of many of the characters that inhabit the world. Peter was introduced to the world in
Barrie’s 1902 novel The Little White Bird in chapters entitled “Peter Pan in Kensington
Gardens.” Barrie elaborated on the story of Peter Pan in the 1904 play Peter Pan, or
The Boy Who Wouldn’t Grow Up. All the iconic characters of the Peter Pan stories are
introduced: Wendy Darling and her brothers, Captain Hook, Tinkerbell, the Lost Boys,
and more make their first appearance in this popular stage play. These stories about a
magical boy who could fly were instant hits in England and in the United States. Barrie
capitalized on the plays’ success by publishing the story in a book, Peter and Wendy, in
1911. Though Barrie continued to write successful novels and plays, such as The
Twelve Pound Look, he will forever be remembered as the man who brought Neverland
to the world. In 1929, Barrie gave the copyrights of all Peter Pan works to the Great
Ormond Street Hospital for Children in London, England. The hospital continues to
receive funding from the legacy of Peter Pan to this day.
[IMAGE: Barrie and Michael—Caption: J.M. Barrie dressed as Captain Hook wrestling
with Peter Pan, played by one of the Llewelyn Davis brothers.]
Over the years, the Peter Pan story has been told in films, television shows, musicals,
and books. Some recreate the original story of the beloved boy hero and some are
inspired by the characters and themes of the original. Some imagine the future of the
boy who can’t grow up, and some present a fictionalized version of the history of Barrie
and his famous tales.
[IMAGES: Peter in Disney—Caption: Peter Pan in the 1953 Disney animated classic]
[IMAGES: Robin Williams—Caption: Robin Williams as an adult Peter in the 1991 film
Hook.]
[IMAGE: Cathy Rigby--- Caption: Cathy Rigby as Peter Pan on Broadway. On stage,
there has been a long tradition of women playing the boy hero.]
In 2004, Peter and the Starcatchers, the first book in a series of five written by Dave
Barry and Ridley Pearson, takes on the story of the boy before he becomes Peter Pan.
These stories were adapted for the stage by Broadway veteran Rick Elice, known for his
book (the parts of a musical that are spoken, not sung) for the Tony Award winning hit
Jersey Boys, a juke-box musical about the 50s rock band, “The Four Seasons.” His
script for Peter and the Starcatcher premiered in 2009 at the La Jolla Playhouse in San
Diego, California and transferred to New York in 2011. It received its Broadway
premiere in 2012. Peter and the Starcatcher is now being performed across the country
and is even being adapted into a movie.
[IMAGE: Starcatchers—Caption: The book that inspired the play, Peter and the
Starcatchers.]
Glossary
Natical Terminology
[IMAGE: Frigate with annotations, Hold with Annotations]
Frigate: a warship built for speed and maneuverability, like the Wasp.
Merchant Ship: a ship that transports cargo or people, like the Neverland.
Port and Starboard: nautical terms for the left and right side of the ship, respectively.
Bow: the front of the ship; also called the prow.
Stern: the rear of the ship.
Mast: the pole that holds the sail on a ship.
Jib: a small, triangular front sail on a ship.
Canvas: fabric used to create the sail of a ship.
Deck: the floor of the ship.
Poop Deck: the small deck at the rear of the ship, named for the French word for stern,
la poupe.
Galley: the kitchen on board a ship.
Bilge: the lowest compartment of the ship below the waterline.
Captain’s quarters: a cabin on a ship reserved for the Captain’s use.
Cargo: goods being carried by a ship, like the trunks in the play.
Dock: the place where boats can load and unload passengers and cargo.
Gangway: the ramp connecting a ship to the dock for loading and unloading of
passengers or cargo.
Jolly Roger: flag flown on a pirate ship. [IMAGE: Jolly Roger]
Change of course: changing direction on a ship.
Hard about: turning a boat sharply to one side.
Knot: a nautical measurement of speed. One knot is roughly 1.5 miles per hour.
Whitecaps: the white or frothy tops of an ocean surface wave; whitecaps can be a sign
of strong winds or rough seas.
Gale: a very strong wind, measuring at least 34 knots (39 miles per hour).
Overboard: over the side of the ship, especially into the water.
Raft: a floating platform made from buoyant materials, like logs.
The British Realm
Her Majesty, Queen Victoria: England’s longest reigning monarch, she ruled the
British empire from 1837-1901. The time of her reign is referred to as the Victorian era.
[IMAGE: Queen V]
Peer of the Realm: a member of the highest social class in a kingdom. Lord Aster has
just been named a Peer of the Realm by Queen Victoria at the beginning of the play. He
uses a peer title, “Lord.”
British Empire: all territories ruled by the United Kingdom. In 1885, this included
Canada, Ireland, Australia, India, and areas of Africa, Indonesia, and South America.
Union Jack: the national flag of the United Kingdom. [IMAGE: Union Jack]
Writing Portfolio:
Narrative: CCRA.W.3
Peter and the Starcatcher is a prequel; it tells the story of Peter Pan before the wellknown adventures of Peter in Neverland begin. As the backstory of Peter Pan is
revealed in this play; you discover how he is able to stay a boy forever, how he learned
how to fly, how he got to Neverland, and even how he got his name. Write a prequel for
your favorite character. Think about all their characteristics, what you know about their
history and where their story is heading, and write a short story explaining how they
came to be.
Argumentative: CCRA.W.1
The story of Peter Pan and his band of friends in Neverland has been told in many
forms over the years, from Broadway plays to animated classics. The tale has recently
become very popular again. In 2014, NBC produced a live action version of the classic
musical for TV, and this fall another movie, Pan, will be released. Why do you think the
story of Peter Pan remains so timeless and popular? Use evidence and examples to
support your position.
Informative: CCRA.W.2
Write a review of the performance of Peter and the Starcatcher that you saw at Actors
Theatre of Louisville. What parts of the play (the actors’ performances, the set, props,
costumes, lighting and sound design, etc.) were your favorites and why? How effective
were these elements in telling the story? Back up your claims with evidence and details
from your experience of watching the performance. Then make a copy and send it to
the education department at
Actors Theatre of Louisville
c/o Jane B. Jones
316 West Main Street
Louisville, Kentucky 40202
We will share your thoughts with the creative team.
Bridgework
At Your Desk
1. In Peter and the Starcatcher, the boys and Molly fight over who gets to be the leader.
Prentiss thinks he should be the leader because he is a boy; Molly thinks she should be
the leader because she’s the oldest. What are the qualities of an effective leader? Use
images from newspapers, magazines, and the internet to create a chimera, a creature
composed of various parts from different people or things. Clip images that reflect
qualities of a good leader, and glue them to a large piece of paper. You can write why
you chose that image next to the chimera you create. Does your new leader have the
courage of a family member? The vision of a historical figure? The strength of a favorite
athlete? Reflect on your chimera; what does leadership mean to you?
2. Language is used in Peter and the Starcatcher in many fun and inventive ways.
Molly and Lord Aster speak to each other in “dodo,” the sounds of the extinct bird, and
utilize “Norse Code,” a series of dots and dashes that translate into Norwegian. On
Mollusk Island, the natives speak to each other in Italian words that have different
meanings than their Italian definitions. Work in small groups to create your own unique
language. Will you base it on an existing language like Norse Code, an animal like the
dodo, or will you come up with a completely new way to create a made up language?
Write a sentence, or a passage with your new language and share it with the class!
Away from Your Desk
1. Much of the action in Peter and the Starcatcher is pantomimed, where gestures
replace actual props and set pieces. A large portion of the play takes place on two
ships, the Neverland and the Wasp. What are the activities and objects that the actors
will need to pantomime to convince the audience they’re on a ship at sea? Take a look
at some of the nautical terminology in the Glossary. During the play, both ships and
their crew are caught in a storm; what actions does a crew take to keep a ship afloat in
a maelstrom? Separate the class into two groups, each one taking on the role of the
crew of the Neverland or the Wasp. Rehearse a pantomime to perform for the other
group. Take turns performing while the other observes closely. Describe what you see
the other group do. What actions did you see? What was most effective at conveying a
ship in a storm? How do you think the actors in Peter and the Starcatcher will use
pantomime in their performance?
2. Leadership, and what it takes to be a leader, is a theme that runs throughout Peter
and the Starcatcher. Divide the class into partners and decide who will be A and who
will be B. Stand facing each other and making eye contact; Partner A will begin moving
and Partner B will mirror all their actions exactly while maintaining eye contact. An
outside observer should not be able to determine who is leading whom. Encourage the
leading partner to start out slow, and as they gain speed, make sure that their actions
are repeatable by their partner. After a few minutes, ask participants to switch, with
Partner B leading the exercise. After the exercise, reunite as a group and answer some
questions: Which did you prefer, leading or being led? What tactics did the leader use,
and were they effective to keeping the partners in sync? What can you learn about
leadership from this activity; what makes a good leader?
Discussion Questions
Pre-show
1. In Peter and the Starcatcher, actors often step out of their role they are playing to
narrate a section of the play. How do you think this will look and function in the play?
How might an actor transform from a character into a narrator without changing
costume? Why do you think the playwright would use this technique?
2. Peter Pan is famously a boy who never grows up. When does childhood end and
adulthood begin? What are key characteristics that define childhood vs. adulthood?
Why do you think Peter Pan wants to stay a boy forever?
Post-show
1. Peter and the Starcatcher is performed in a pantomime style without many of the
props and sets referred to in the script. How did the lack of certain sets and props affect
how you viewed the performance? What are some of the ways that the actors got
around the various obstacles presented by the lack of physical objects on stage? Did
the absence of props and sets affect your how you watched the play? Why or why not?
2. Starstuff is a powerful force that is sought by many during the course of the play. If
you had a trunk of starstuff, what would you wish to do or be?