briefly... THE YELLOW BOAT Cast: 4 men, 3 woman. Recommended for audiences aged 8 and older, parents, families and adults. ‘THE YELLOW BOAT is based on the true story of David and Sonja Saar’s son, Benjamin, who was born with congenital hemophilia, and died in 1987 at the age of 8 of AIDS related complications. A uniquely gifted visual artist, Benjamin’s buoyant imagination transformed his physical and emotional pain into a blaze of colors and shapes in his fanciful drawings and paintings. The story of THE YELLOW BOAT is a glorious affirmation of a child's life, and the strength and courage of all children. A Scandinavian folksong tells of three little boats: “One was blue, one was red, and one was yellow as the sun. They sailed far out to sea. The blue one returned to the harbor. The red one sailed home too. But the yellow boat ‘sailed up to the sun.” Benjamin always concluded his bedtime ritual by say- Ing "Mom, you can be the red boat or the blue boat, but I am the yellow boat.” This remarkable voyage of Benjamin was extensively developed and widely produced in America for several years, always to ovations. Playwright: DAVID SAAR Is the Founder and Artistic Director of Childsplay, Inc., an award winning theatre for young audiences in Tempe, Arizona. THE YELLOW BOAT pre- miered at Childsplay in 1993 and received the Distinguished Play Award in 1998 from the American Association of Theatre and Education. Saar has also overseen and directed a number of new plays in development including ‘THE YELLOW BOAT, HUSH: AN INTERVIEW WITH AMERICA and PHENOM- ENAL SMITH. His community work includes a three year term on the Tempe Municipial Arts Commission, he is a board member of the US branch of ASSITEJ: the International Children’s Theatre Association and is active in the American Association for Theatre and Education. ‘Code: Y29 wenn SYS ps amatic Publisbing @ Legrand pe Woodstock, I 6008 ph: 800-448-7469 @ Prod on eyed papr JAN rudeness The Yellow Boat by David SaarCharacters: Benjamin Mother Father A chorus of 4 actors, play the following roles: Actors #1 and #2: mele Actors #3 and #4: female, They will play the following roles. Chorus ‘School children ‘School teachers Parents ‘School administrators Kids Eday Joy Doctors Playwright’s Note: In the early drafts of the play, the chorus parts were called "T.P.'s" - shorthand for “Transformational Potential.” While their names have charged, they continue to serve this purpose in the play. They play all the above roles, but can also be used, for example, to “create drawing oF anything else the director might want to use to tell the story. Time is fluid in the play and should be approached cinematically rather than realistically. We can and will move forward, back, and across time. “Time shift means just that - a cinematic shift to another moment, ‘The drawings that Benjamin describes in various monologues can be “drawn’ in the air or on a blank piece of paper with a prog crayon, ‘The 20at mentioned in some stage directions refers to a set piece used in the Tempe and Seattle productions, a small, movable Yellow Boat that was manipulated to become an ambulance, a bed, etc. There are many sceric solutions; this is provided as just one example, The Yellow Boat was first presented by Childsplay, ino. at the Tempe Performing Arts Center, Tempe, Arizona in October, 1993. It was directed by Carol North. The dramaturg was Suzan Zeder; associate dramaturg, Judy Matetzschk. Scenic design by GregLucas, lighting esignby Amaranie Lucero, costumes by Susan Johnson-Hood. Original music composed and Performed by Alan Ruch. The cast was as follows: Benjamin: Jon Gentry Mother: Ellen Benton Father: Dwayne Hartford Joy: Debrak. Stevens Eddy/Chorus #1: D. Scott Withers Chorus #2: Alec Call Chorus #3: Alejandra Garcia Chorus #4: Helen Hayes. A touring version of The Yellow Boat was first presentedin February, 1994, by The Metro Theater Company, St. Louis, MO. It wes directed by Jim Hancock. The dramaturg was Suzan Zeder, associate dramaturg, Judy Matetzschk. Scenic design by Nicholas Kryah, lights designed by Jack Brown, costume design by Clyde Rutt, original music composed and performed by Al Fischer. The cast was as follows: Benjamin: Jennifer Makuch Mother: Grace Adellen Father Nicholas Kryah doy: Gina Ojle Eddy/Chorus #1 Eddie Webb Chorus #2: Al Fischer A study guide is available from Chilésplay, ine. P.O. Box 517 Tempe, AZ 85281THE YELLOW BOAT is also available in an abridge version more suitable for touring, Playbooks and royalties are the same for each. More information about THE YELLOW BOAT and Benjamin Saar may be obtained from Kathy Krzys. She is the curator of the child drama collection at ASU in Tempe, Arizona, Please contact her by e-mail: kathy.krzys@asu.edu BOY CHORUS #1 #8 #4 #2 #2 FATHER, #4 #3 FATHER, MOTHER, #2 ALL (Soft light, sound swit, The time is past, present, future. Lights come up on a boy who will became Benjamin playing with a toy boat.) Mbegan... 10-9-8-7-6-5-4. 1: Blast-oft! (Vocalized sounds of rocket launching.) Beep, beep, beep, beep #4, MOTHER and FATHER: It began before the beginning (The boy's play holds stage alone for a moment, and then others, the characters who will became the parents, doctors, and community members become part of the laying space. Their voices overlap, and build) This is a story about This story is about Not an ordinary story It happened Did it happen? How could it happen? This is a story about This story is about Not an ordinary story It happened Did it happen? It happened.BOY: MOTHER, FATHER: #2 #8; FATHER Boy: MOTHER FATHER: #4: FATHER: MOTHER (The Boy looks around at this gathering for the first time.) ‘This is a story about. .. me. (From the perimeter of the playing space the other characters begin to vocalize different parental labels.) Mother Father ma Papp. Mommy Mommy's here, Yo iting so big. ‘What did you do in school today? Bru your tee! Wey to go! 'm so proud of yous Do I have to stop this car? That's my boy. Sweet dreams. Boy. FATHER: MOTHER: FATHER: MOTHER: FATHER, MOTHER: 4: #2: #3: Mom? Dad? (Boy shifts his focus to father and mother. The scene "shifts" to a more realisic style.) You're whet!?! Are you sure? I'm sure, Positive? You're sure? Whoooh really great, isn't it? 1 This is great! ttis I've never felt so happy. No, but | know he's there. th said, ‘he’! You will be my Mom. And you, my Dad. This is a story about us. And it takes. (The chorus begins a vocalized list of ‘time choices’ which overlap and build. The “choices” may be repeated itdesired,) Forty-eight years, sixty-seven years, fourteen years, three years Ninety-six years, seventy-nine years, sixty-seven years, thirty-iwn years Eleven mont months, five months, seven months, threea BENJAMIN: #2 and #4: 4: #2: #8: Fourteen days, four days, twenty-three days, nine days (He stops the time swirl with his announcement.) It takes: eight years, four months, twenty-nine days That's enough! (This launches a “birth dance” with Mother, Father and Benjamin. As Benjamin names each color, chorus members swirl colored silks into the air, transforming the playing space into a swirl of color.) Ise... red. hear... blue. Heel ... purple. Haste... green. |... choose ... yellow. (Mother gives bith to a small yellow dollthat “becomes” the baby Benjamin. Mother and father use the doll as baby while the actor playing Benjamin voices and reacts for hin.) tts a boy! Aboy. My birthday. Apri 19,1979, (The chorus form a cradle of ribbons in which the dol ‘Benjamin is rocked, and become various doctors, and friends.) Congratulations! Yes, i's a boy. That I'm sure of, ‘Yup, a boy. Ooohhhhhh! He's so litle. | keep forgetting how little they always are, at: MOTHER: FATHER: MOTHER: FATHER: MOTHER: FATHER: Now don't wait too long to have a brother or sister for this one, . Is'm’s Mumsy's and Dadsy’s little itsy bitsy... . ooh, look, he's smiling at me! [think its gas... (The ribbon cradle breaks away, and the parents are in another space.) Abbeautiful boy. ‘Seven pounds, six ounces. His fingers are right, and his toes are on... The nurse ‘says he's the most beautiful child she's ever seen. She says that to everyone. Sill, today ... 1 went down to the nursery... Just to check out the competition? MOTHER and FATHER: She's right, FATHER: MOTHER: FATHER: MOTHER: FATHER: MOTHER: So what's his name... ? His eyelashes are the longest ... and his litle fingers, look ‘The nurse says they'll hold him for ransom if we don’t give him a name. He's small, and wise, and... mine. And mine. (Mom gives baby fo dad, who doesn't quite know what to do with him.) That's it!FATHER: MOTHER: FATHER: MOTHER: FATHER: MOTHER: FATHER: MOTHER: FATHER: BENJAMIN: FATHER: BENJAMIN: MOTHER: FATHER: What? His name. "Benjamin." Benjamin? It works in lots of languages. Translate: Ben... "Son." Ja "Yes." Min... “Mine.” (Father cuddles his son and parents simultaneously translate his new name.) MOTHE! FATHER: Son. Yes, he's mine! Ben, Ja. Min.! (Benjamin begins a fussy ory, Dad gives doll back to ‘Mom. They move to another space. “Busen lull underscoring begins.) ‘Once upon a time, there was a Mom, a Dad, anda litle, teeny baby . Welcome, Benjamin ‘And a song! ‘This is story my mother used to tell to me every night before I went to sleep. I's about boats, and sails, and... ittakes place in a harbor far, far away... (The actor Benjamin “claims” the doll Benjamin and the MOTHER: ‘mother holds both in her arms to tell the story. From this ‘Point until doll Benjamin ‘grows up* to actor Benjamin, the doll is manipulated ty the actor.) Now Inside this harbor there were three boats. A red ‘one. Ablue one. And ayellow one. They all sailed far out to the sea, and the red one came back, and the blue ‘one came back; but the yellow boat? The yellow boat sailed straight up to the sun, (Singing.) Eusen lull, cook the kettle ful, ‘There sailed three boats from the harbor, The first was so blue, ‘The second so red, ‘The third was the color of the sun. MOTHER and FATHER: Busen lull, cook the kettle full, FATHER: MOTHER: BENJAMIN: ‘There sailed three boats from the harbor, The blue carried hope, The red carried faith, The yellow filled itself with love, {sail the blue boat ‘The ted one’s for me . (The lullaby has almost put him to sleep.) | am the yellow boat. (He falls asleep. The music resolves. Parents ‘pull away" from the baby to work.) MOTHER and FATHER: Work time! MOTHER: FATHER: BENJAMIN: Vilweave you a sail Miwrite you a world ... (Sleepily) 1" do it myself!#3 & Ha: #1 8 42: FATHER: MOTHER: FATHER: MOTHER: FATHER: (Father and Mother separate to their individual work spaces. Mother weaves some cf the colored silk ribbons, Father works on a new story. The chorus are used to help create these work environments or assist in the creation of the work itself - they are “transformational potential." Each parent works tc rhythms which weave together and separate. The intention of this movement/ ‘music beat is to show the parenis at work, and the baby Benjamin discovering that he hes the power to interrupt that work. Use the following choral itany to underscore the scene - or figure out another way to do it!) Shute, Beat. Shuttle, Beat. Shuttle, Boat. Shuttle, Beat. (Repeat.) Comma, Dot. Comma, Word. Comma, Dot. Comma, Word. (Repeat.) (Benjamin awakes, and watches the surrounding activity, perhaps joining in, or getting in the way, and then, ted of no one paying attention to him, starts to cry. Both parents come running, Benjamin gives them his most charming smile.) What's wrong? (Oh, you're okay. Now, where was I... ? (They retum to work, and after a short time Benjamin begins to cry, again.) (Not wanting to interrupt her weaving.) Mama's right here. (To Father) Can you see what he needs? Yeah, sure. (He tries to ignore the crying fora beat, so Benjamin intensifies his efforts.) FATHER: #1, #2, #8, #4 FATHER: BENJAMIN: FATHER: BENJAMIN: #1, #2, #8, 4 FATHER: BENJAMIN: #1, #2, #3, 84 Okay, here's the scoop. |'ll write the story, and you color itt (Father hands Benjamin a crayon, and the actor Benjamin manipulates it for the doll. Rhythm stars. Father retums to writing, and the story gets the interest of the chorus.) Now, once upon a time Hemmmm? Once upon a time . Ina... landkind-of-pace, ‘Where the palm trees grew... ‘And the sky was painted . (He chooses.) Blue! Blue? Blue. (A bluesy kind of music is heard, the stage tums blue, and the chorus illustrates the color in movement as Benjamin colors.) Cool, cooler, coolest, blue, Smooth, soothing, blues .. ‘That's exactly what | mean. ‘And the trees are painted... (Holding up another crayon.) Green. (Change in sound as he colors, the stage tums green and the chorus explores “green” in movement.) It's @ mean kind of green, like a scream in a dream, Like a.BENJAMIN: FATHE! BENJAMIN: Ghost . . .on Halloween | (They all react in Bella-Legosi style.) 'No that isn't what I mean, Those trees are. Fed. And they're dead, (Blackout) FATHER and MOTHER: Hey! FATHER: MOTHER: FATHER: MOTHER: FATHER: MOTHER: FATHER: MOTHER: What's going on here? What happened tothe lights? I don't know. Maybe its .. akid7l?, Orthe ...? Or maybe it's (Lights up and Dad finds the chorus in shaped positions representing the wall drawings that Benjamin has created. He is in their midst, happily drawing with the crayon. Dad takes the crayon from him.) What? Well, | gave him some crayons and, ... uhhhh, he got a litte carried away and scribbled across the wall and the light switch, Is he alright? He's fine, but the wall's a goner. (She crosses over and looks at the damage.) ‘Oh Benjamin. . (Then looks more closely al the wall, assessing... ) Oh...! 10 FATHER: MOTHER: FATHER: FATHER and MOTHER: (Appreciative) Oh . MOTHER: BENJAMIN: MOTHER: BENJAMIN: MOTHER: BENJAMIN: (Father joins her.) Oh... 20h... 1 Look at the And the Not to mention the .. - Benjamin That's e very nice drawing . . ., but it would be so much nicer on a piece of paper (She hands him a sheet of paper. With her finger she defines the space of the paper.) Here. Draw here. You can draw from here to here, and from here to here. (Mother helps Benjamin draw a fong line on the paper.) A nice, long line that connects from here to here, and from here to here. Line? Line. (Benjamin takes the crayon and draws a line.) Line. Lovely! (Mother returns to her work Benjamin begins to explore the concept) Line! Here. Line here. Here. Line here, Here. Line here. Line! (Benjamin draws a long line right off the paper. Suddenly discovering another dimension, he abandons the paper "land moves into tha third and fourth dimension, moving through space as he explores “tine.” The chorus illustrates his “ine exploration” with colored elastics which they manipulate to create visible ines and shapes in space.) BENJAMIN: Line! co Spiral BENJAMIN: Line! 2: Straight! BENJAMIN: Line. it Angle? BENJAMIN: Line! #3: Curving . BENJAMIN: —Linel 4: Squiggle! BENJAMIN: Line! (Benjamin is delighted by his line drawings and his explorations grow bolder and bolder. Finally Father notices, and calls to Mother.) FATHER: Look, look what he's doing! MOTHER: Those aren't just scribbles, those are shapes! BENJAMIN: Shapes? MOTHER and FATHER: Shapes! (A music and movement section follows. As Benjamin draws, the chorus illustrates with the elastics and his 12 parents help by naming the shapes.) MOTHER and FATHER: Square, tangle... . There's a circle BENJAMIN: Circle? Wavy circle. (The circle becomes so) MOTHER: Lines and shapes fora... MOTHER and FATHER: Picture! BENJAMIN: Picture of ... a tree! (#1 and #3 use yellow and orange elastics to make a tree.) Aheatt, (#2 and #4 use the blue and green elastics to make a heart shape that “beats.") A bow and arrow. (#1 makes the bow with yellow elastic; #3 Makes the arrow with the orange elastic which is “shot” through the heart, pulling the bow and #1 with it.) Lines and shapes and colors make a picture... of a house with about a million rooms. (#1 - 4 form an abstract shape with the elastics that has lots of room shapes.) Roof top, mountain top ... (The house is trensformed to a mountain.) Lines for a picture of a yellow sun, (The mountain is transformed into a sun.) 13BENJAMIN: BENJAMIN: MOTHER: FATHER: MOTHER: FATHER: BENJAMIN: Lines for a boat. Yeah! A yellow boat! (The elastics are formed into the shape of a small sail boat. Benjamin jumps onto the boat, and beckons his parents, all the whie drawing with the crayon.) Come on board! (Mom and Dad come aboard. Benjamin finishes by drawing the round sun in the alr above the boat.) Yellow Boat sailing... sailing ..., sailing... , to the sun! Stop! (The boat “disappears,” and the chorus moves upstage.) New Drawing. Benjamin's Body! (Benjamin picks up the paper he was drawing on eartor, and begins to craw again. Mother and Father are seated on the boat with the doll. Benjamin begins to raw the story as the parents lve it.) Here's a picture of Mom, and she’s singing to me. (The Mother and the chorus begins to hum "Busen full” softly in a minor key.) Then she sees something funny. (Benjamin “draws” a bruise.) Look at this bruise. It seems to hurt him if touch it. So don't touci it, What caused it? Its just a bruise. Stop worrying. ery. (He does.) Loud. Lots! They worry! (He cries more.) 14 MOTHER: FATHER: MOTHER: FATHER: MOTHER: FATHER: MOTHER: He keeps crying, just keeps on crying Mi change him. He doesn't need changing. Colic? Four nights straight? Something hurts! (Benjamin cries more.) Teeth? (Very loud crying. Both react.) ‘Something's wrong! MOTHER and FATHER: Call the Doctor! BENJAMIN: DocTOR #1: MOTHER: DOCTOR #3: FATHER: DOCTOR #1: (The boat piece becomes the ambulance. Benjamin draws as he tolls.) ''m going to the hospital in an ambulance. Just me . . and Mom, and Dad. Big Siren! Cars scoot out of the way... Fast, Nea! Then... Doctors! (Doctors enter with clip boards, and whisk the baby away from the parents. They are robotic, clinical: the parents are left wating outside, overhearing what is being said.) Hematocrit every two hours. What? What does that mean? “Two pints whole blood, .. What's wrong? and a CAT Scan, 15FATHER: DOCTOR #2: BENJAMIN: DOCTOR #1: DOCTOR #3: DOCTOR #1: DOCTOR #4: DOCTOR #1: DOCTOR #3: DOCTOR #1: BENJAMIN: DOCTOR #1: MOTHER: BENJAMIN: What are you testing? FATHER: Wait here, please. Just a few more tests. . DOCTOR #1: More checks. (Doctors move to continue exam.) MOTHER: Left pupil, three millimeters: right pupil, four milimeters. DOCTOR #1; Note. FATHER: Check, Charted? Check, BENJAMIN: regular. Highty regular. ‘any ireat MOTHER: | don't understand all this bleeding. DOCTOR #1: (Doctors #1 - #3 cross fo Benjamin. He tears a piece of his drawing paper, and hands i to one. Each “reads” the toot result, each says "Hmmm?,” and passes itt the next. The last to receive it Is Doctor #2,) Then they figure it out. (Doctor #2 announces to the parents.) Blood tests confirm thet your son has ... Classic ve BENJAMIN: hemophilia, Type A. What does that mean? it means my blood isn't like everyone else's. I's missing the “Stop Bleeding Stuff.” So, when | get a cut or bump inside, it doesn't stop bleeding. It ust keeps dribbling and drabbling ... like a leaky ‘aucet. 16 What do we do? We'll begin the infusion procedure immediately. Check the weight and order up... one hundred and sixty units of Factor 8 ‘What? Factor 8. ‘What does that do? (#1 and #3 swirl muttiple red ribtons into the ar, the separate blood sources that are then “mixed” to create the factor.) Its this really great stuff that works like a bunch of plugs to stop the bleeding. I's really strong because lots of people's blood gets mixed up to make it. Where does it come from? From thousands of blood donors. Excuse me. We have to infuse him with the factor! (The infusion process is set up with a long length of knotted ribbons. This is the Factor 8 which is infused into the dolis body. Two chorus members control the ribbon ‘movement in such a way that it looks lke the stream of red is being infused into the dolfs body. One doctor holds the doll, another holds the syringe and guides the blood line into the doll.) (As he draws it.) The first time they poke me, ! cry. Poke! Owww. (The doctor with the syringe "pokes" the doll, searching for @ vein. Actor Benjamin ‘cries out" ‘Owww" with each attempt.) Poke! Owwww 7DOCTOR #1: BENJAMIN: DOCTOR #1: MOTHER: FATHER: DOCTOR #1: FATHER: DOCTOR #1: MOTHER: DOCTOR #1: MOTHER: DOCTOR #1: FATHER: DOCTOR #1: MOTHER: ‘Once more. Pokel Owww.... Poke! Bulls eye! (The infusion process begins. The parents speak from dhe wailing room.) He's stopped crying Is everything alight? Everything is under control How often will he need to go through this? ‘Whenever he has a bleed. Each patient is diferent, Isit sate? What? That... Factor? Factor Eight is completely safe. Almost finished. Done. ‘Are you sure he'llbe okay? > He can do anything any other child can, with just a few precautions. Trust me. He'll have a normal lf. (The “baby’ is retumed to the parents. All except the family exit) ‘A‘normal ife." What's that supposed to mean? (Music may underscore this scene, which effects the time transition from babyhood to young boyhood. The other purpose of the scene is to show the parents attempting to “protect” their young hemophillae -- and his energy and zest for living making this clearly impossible.) 18 BENJAMIN: MOTHER: MOTHER: FATHER: BENJAMIN: MOTHER: FATHER: BENJAMIN: MOTHER: Mishow you. (He moves to his parents, who are holding the dol, ‘cudaling. He tries to pull the baby away from them so ho can explore - - Mother and Father resist, wanting him to stay ‘safely’ with them.) ‘You stay with Mommy. (He tricks them into releasing the doll, and then ‘manipulates the del/puppet to show *himselt" growing Lup - learning to craw, to stand, to fall (which really worries the parents), o walk. The following lines are interspersed with this movement exploration.) Look what he'e doing? Hold his hand, (He leaps in pure joy and runs!) Can't catch me. (Coaxing him back onto the boat.) Benjamin, All aboard the Yellow Boat, (Benjamin swims to the boat, climbs up and shakes himselt off and fishes fora beat or two, then jumps off swimming again.) All ashore, who's goin’ ashore! Set sail for destinations unknown, (Benjamin begins to climb a pole. Then runs to the top of the ramp.) Mom, Dad, look at me. We see you! {in this moment the actor Benjamin replaces the doll Benjamin -- he is @ young boy.) 19FATHER: Good going, partner. MOTHER: You are getting so big. BENJAMIN: Let's play... . on the boat. (Music begins again, they all come on board.) Come on Dad! Let's explore. All aboard the Yellow Boat. Bound for destinations unknown. Cargo aboard? We each get to take one favorite thing. I'l take a Happy Meal. FATHER: — Illtake a pizza... FATHER and BENJAMIN: With Hollandaise sauce. MOTHER: 11 just take both of you . (Benjamin and Father indicate that this is a lame choice) ++ and a bunch of white and yellow daisies. BENJAMIN: That's where we'll go. To Flower Island! Hoist the sails! FATHER and MOTHER: Aye, aye, Captain. BENJAMIN: — Hoist the anchor! . FATHER and MOTHER: Aye, Aye, Captain. BENJAMIN: Set sail for Flower Island. Okay, we're there. ‘The best flowers are always found at the top of Glacier Mountain, so that's where I'l go. (He shimmice up a pole, and fas.) FATHER: Are you alright? MOTHER: | thinkit's swelling, 20 BENJAMIN: — Dam. | think I nead a shot! Just when Tyrannosaurus Rex was gonna attack us. FATHER: Tell T. Rex to take a coffee break, and we'll get back to him tater. Deal? BENJAMIN: — Deal. MOTHER and FATHER: Hospital time. (They move to the hospital and the infusion procedure is set up.) Ithurts, but Idontt cry. Much. (The infusion procedure is set up by the doctors and nurses. It takes numerous attempts before they are ‘successful, Doctor #2 attempts a ‘poke.") ‘Ow! FATHER: Easy partner DOCTOR #2: (To Benjamin) Now remember, watch this tube. When it fils with blood we'll stop all this poking! (Poke.) BENJAMIN: — Owwnwwww! FATHER: (Giving him crayons, as a diversion.) Look! Crayons! DOCTOR #2: (To Benjamin) When you see the tube red, we. BENJAMIN: I'l colori red! (They divert him.) FATHER: Look, draw here on this paper... MOTHER: Use the red crayon, color what you feel! BENJAMIN: (He begins to use the crayon as a vehicle for “escape.") Red! Red...?Red...! 21DOCTOR #2: BENJAMIN: MOTHER: DOCTOR #2: BENJAMIN: FATHER: BENJAMIN: ALL: DOCTOR #2: BENJAMIN: DOCTOR #2: BENJAMIN: ‘One more try (Poke.) Owwww! Benjamin, use the red crayon; color it out Hold real stil Just do it! The red train is waiting forthe signal What's the signal, partner? “Poke." That's the signal. Poke, poke, poke! Bull's eye! (With the “bulls-eyer’, Benjamin pulls away from the infusion action and launches into the story, drawing it three-dimensionally in the space around the continuing infusion scene.) Fed, Train! Color in. Takes the factor way inside to my knee. Factor Eight! Looks ike ... bathtub plugs! The ied Train picks up speed, climbs Bll the way to my knee. Then .... all the bathtub plugs spill out, and that stops the bleeding! (He “signs” his name at the bottom of the drawing, and then moves back into the infusion scene.) Ben ...ja...min. Tada! The End. Now that's a good drawing! (The infusion ends.) Good job, partner. You held still just the way you should. know. But next time you should do better than four pokes! BENJAMIN: MOTHER: BENJAMIN: FATHER: BENJAMIN: FATHER: ALL THREE: MOTHER: BENJAMIN: MOTHER: BENJAMIN: FATHER: BENJAMIN: FATHER: BENJAMIN: (The Doctor gives him a big sucker, and the medical staff exit) Let's go back to the glacier and look for some jewels. Let's go back and look for some bed. ‘Avwwww Mom (imitating...) Aviwww Mom . .. . Okay, three seconds of sulk time, (They all sulk while Dad counts to three.) Now, time for bed. No ifs, ands or buts. You said ‘BUTT’, You're not supposed to say “BUTT, huh Mom? You said so. ‘Then how about Keister? And how about bed? And brush your teeth. (He races off.) Slow down. Take it easy on that knee. Can | have a glass of water? Time for bed, Time... fora story? Time for bed. | won't be able to sleep if | don't know how the story ends. Okay. You want to know how the rest goes, right? Right. After we falloff the cliff and are hanging by our ankles from the bungee cords... 23FATHER: FATHER and BENJAMIN: BENJAMIN: FATHER, MOTHER: BENJAMIN: FATHER: BENJAMIN: MOTHER; BENJAMIN: FATHER: BENJAMIN: FATHER) MOTHER: BENJAMIN: FATHER) BENJAMIN: FATHER: Well. The ropes stretch and stretch, tke limp spaghetti ‘And wo fall into a giant vat of poison Nooo. We fall into a giant, soft, feather bed - and dri slowly off to sleep (Mother and Father, thinking they are finished, tum to exit.) That's against the rules! What rules? The rules! If you start a story on the Yellow Boal, you have to finish it on the Yellow Boat! ‘Are you sure? | made them up! I forgot, | forgot. So sue me! Okay. We roll off he feather bed. . Into a giant vat of aciul!! Rule number two. Don't interrupt! We roll off the bed, down the hill, and onto our boats. I'm blue .. 1'm yellow, you're red... Nuh, uh. I'm yellow. You sure? {'m sure. I'm the Yellow Boat. (Revising.) Okay. So the blue one sails back. . 24 MOTHER: And the red one sails back BENJAMIN: But the Yellow Boat sails up... MOTHER and BENJAMIN: Up MOTHER and FATHER and BENJAMIN: Up... to the Sun! BENJAMIN: That was awfully short! FATHER: know. But Union Story Time is over,and that's all you get in the off hours! MOTHER: Good night! BENJAMIN: Time fora hug? (As they hug together.) MOTHER and FATHER: Love you. BENJAMIN: Love you too. But tomorrow can play with some kids? MOTHER and FATHER: We'll see. BENJAMIN: Does that mean no? FATHER: It means we'll see. BENJAMIN: Next day! ALLKIDS: Tag! KID #1 (Tagging Kid #3) You're it! (A game of tag erupts. Mother hovers protectively near Benjamin. The game swirls around them, until everyone has been “it” except Benjamin. He is tagged. MOTHER: Oh Benjamin, be carefull (Benjamin tags Mother and runs away to join the other 25BENJAMIN: MOTHER: BENJAMIN: MOTHER: BENJAMIN: FATHER: MOTHER: FATHER: MOTHER: FATHER) MOTHER FATHER: BENJAMIN: kids. Mother runs after the kids, tags one, and the game continues until Benjamin is tagged again.) Pig-Pilell (A pile-up of al the kids with Benjamin atthe bottom. The worried parents make their way towards the pile and Pll the kid bodies off of what they are sure is a smashed and bleeding child) Are you allright? tim fine! Promise me you'll be more careful .. Mom. t wont (Benjamin retums to the group to continue playing a king of the mountain game.) | think i's time for school Ishe ready? Look at him. (She can't bear to watch his rough housing.) Are we ready? Hang in there, Mom, We'll ind the right school Where? How? Hey, this is America. We shop! (The chorus quickly set up "options" for the family to choose.) ‘Mom, Dad? Come on over here, (Coach #2 enters with “students,” using his whistle 26 COACH #1 #2.and #3 COACH #1 MOTHER: COACH #1: FATHER: COACH #1: BENJAMIN: TEACHER #3: often, to put the kids through their paces. The frst whistle, they snap to attention, at the second whistle, they begin to sprint in place. Kids #1 and #4 are cloarly the best jacks; #3 and Benjamin have more of a struggle to keep up.) Sports! That's what's important. Competition. Challenge. Be the best, the best! Whoof, Whoo!, Whoot, Whoot, (He whisties again, they stop running, Second whistle, they start jumping jacks.) Firm body, firm mind. (ur son has hemophilia so he may need to take ita ttle easy on some things. (He whistles them to a stop, then on the second whistle, they begin toe touches.) He is kind of puny, isn't he? Don't worry about a thing: few months on the field? We'll work out that “hemo” thing Thanks. But no thanks. Okay, one more lap ... (Whistle) . . . move it, move it, move itt (They all jog off, and transform into another school: the Montessori Schoo! from Hell,) Here! (The children run amuck.) We have no rules. We need rho rules. Children should be free. Free to explore, tree ‘o find their own limits. Our job is to gently remind them of .. . consequences. Excuse me. (During her speech, her shoelaces have been tied together, and Jessica #4 has started to pound on an imaginary Aaron. The other kids gather around the 27body. Teacher #3 hops over to Jessica and grabs her.) TEACHER #3: Jessica, put down that crowbar, and why don't you think about how Aaron might be feeling right now . . MOTHER and FATHER: Keep looking. (They move to another area.) BENJAMIN: TEACHER: KID #8: TEACHER #2: EDDY #1: TEACHER Mom, Dad! Over here. (Teacher #2 and Kids #1, #3, #4, and Eddy # | enter with “Me dolls” and create another school scene. The parents meet Teacher #2 and he introduces the parents {and Benjamin to the class. The parents stay to watch the class as Benjamin joins in.) Come and join us. Class, this is Benjamin. (The kids immediately “react” to the newcomer, checking hhim out. The teacher sees this and adopts a strategy to help break the ice.) Today's assignment is "Me drawings” What's that? Drawings of You. Of Me? : (Pointing to each kid, and including Benjamin.) Yes. You. And you, and you... . KIDS #1, #2, #4, BENJAMIN: And you and you and you! Me drawings! KID #2: KID #3: BENJAMIN: EDDY: I'm brown. 'm pink 'm yellow. I'm green. 28 KID #4: BENJAMIN: KID #4: BENJAMIN: ‘TEACHER: EDDY: TEACHER: BENJAMIN: ‘TEACHER: BENJAMIN: KID #4: EDDY: BENJAMIN KID #3: BENJAMIN: KID #4: Yuoko. No, that's cool Itis? Oh (The kids draw about themselves, using soft dolls that can “become” them in the later community rejection scene.) Any shape we want? Any shape you are. Any color we like? ‘Any color you feel. I feel purple. | see red. | hear blue. | taste green. |am - . having a good time here. Mom, Dad? (Shows them his drawing.) You can go, now. (Mom and Dad leave scene area.) Benjamin, wil you share your drawing with us? ‘This is my blue stomach, and my checkerboard high tops, and my yellow hat, and these are my bones, and they're dancing inside my body. Gross. Cool! ‘And this is my knee where I had a bleed, and, | don't see any biood. No, i's on the inside. See, it bleeds on the inside, here and here, and gets all red and hot and squishy Gross. 29EDDY: BENJAMIN: TEACHER: BENJAMIN: Cool! Then I g0 to the doctor. What happens at the doctor, Benjamin? { get a shot of Factor 8, and the bleed stops, and then | get a sucker, EDDY, Kid #8, Kid #4: (The kids voice approval, and freeze.) Yeah! FATHER: TEACHER: (To teacher) His hemophilia isn't a problem for you? Problem? It's an opportunity. Welcome to our community (Adults exit. Time Shit. Playtime.) BENJAMIN, EDDY, KID #3, KID #4: Recess! KID 4s: KID #4: KID #3: BENJAMIN: KID #2; BENJAMIN: EDDY. KID #4: EDDY: KID #4; BENJAMIN: ‘So what do you want to do? | don't know, what do you want to do? {don’t know, Ihave an idea. We can go on the Yellow Boat. C'mon Eddy. . Boats are boring. This is a Yellow Boat! And it can fiy! Really? Really Cool Here, I'l drawit for you, 30 KID #4: BENJAMIN: KID 43: BENJAMIN: ALL THE KIDS: KID #3: BENJAMIN: KID #3: BENJAMIN: KID #3: BENJAMIN: KID #8: BENJAMIN: Drawing? Drawing's boring. Not this way. I'l draw it so you can do it! C'mon aboard. Here's the deck, and here's the mast {#1 has become a kid, and he is hiding, waiting to be pulled up into the action of Benjamin's story. He becomes the mast.) Load cargo, now. (Benjamin continues drawing as the kids begin to do so.) Are we going or what? (Music begins to support this change to fantasy storytelling.) Okay, hoist the sails, hoist the anchor. You'e supposed to say: “Aye, aye, Captain.” ‘Aye, aye, Captain! (They begin to sail) Can I steer? Nope, only the Captain gets to steer. | stand right here and draw, and steer. want to be captain! ‘Then draw your own boat. Ican't draw as good as you! iknow. You can be helper. She gats to stear if the Captain gets tired. Does that ever happen? Nope. (Music changes to indicate approaching storm.) 3tKin #1: BENJAMIN: KID #3: BENJAMIN: KID #3: BENJAMIN: EDDY: BENJAMIN: KID #4: BENJAMIN: KID #3: EDDY: BENJAMIN: KID #3: Storm up ahead! BENJAMIN: We can fly! Start special hydraulic-powered flyers. KID #3: (Benjamin draws as kids become a flying Yellow Boat, complete with sound effects. They begin to fly, Kid #3 grabs the crayon from Benjamin and draws in the air.) Land bo. BENJAMIN: How do you know? | just drew itt im the captain! Don't be so bossy. Vm not. Land ho! Where are we? Ask her. She's drawing it. (The scene shifts to a Fantasy Island.) Uh, ‘san island. There are palm trees, and monkeys. (Benjamin climbs a pole as a monkey, but falls.) Benjamin, you allright? KID #3: tm fine. BENJAMIN: (They continue.) ‘And there's a cave there. BENJAMIN: (#2 and #4 make a cave as she draws i.) KING: Its the home of... king? A Giant King of the ... (Searching for a name.) KID #4: 32 EDDY-KING: EDDY-KING: Svengalase, Yeah! The Giant King of the Svengalese. (When the kids look up, they see that #2 and #4 have transformed themselves into the King, and he is indeed, evil and vicious. A Ite 100 so!) No, not the Giant King. Erasers! (They all erase it as the Giant falls apart and reforms.) (To Kid #3) You have to be careful around here. (He takes the crayon and continues. He whispers with Eddy, and Eddy's finger becomes the midgetized king. They have played this game before, and Benjamin is clearly the director.) Now, we have stumbled upon the magical castle of the teeny-tiny midgetized King of the Svengalese. (Eddy slowly reveals his index finger wih crown and ‘grass skirt: The King.) He's friendly. He speaks in Svengalese. Luckily, | know it (10 seconds of gibberish.) What did he say? Hello. (Gibberish “You strangers are welcome here, and have come just in time.” (Gibberish, ‘overlapped with translation.) Why just in ime? 33