Celestial conversation 2023 edit in progress

This is still in draft form and I have added dialog since the two movie attempts. I need to work on the narrative arc, character arc, and character voice distinction. One way I tried this is by using the rhyme sequence.

Stars, Sun, North Star, Asteroids, Comets, Moon, Planets, Orion, and Planet X a,b,c, a,b,c,

The Mysterious, Free flying skies, Constellations, Mercury a,b, a,b,

Eros Saturn The cosmos, The Milkyway AA BB AA BB

Neptune , Pluto, Venus, Mars, aaaa bbbb aaaa bbbb

Earth A,b,c,d, a,b,c,e

The stars contemplate:

Who amongst us, before Ouranus, father heaven, dies,

in the birthplace of stars, the nebula, is short of a supernova?

Who has created within their stellar system a paradise?

From mere terrestrial, to be proven divinity in the skies,

not in death reborn, but born a superior nova?

Look upon us celestial bodies and recognize!

You cold, and barren rocks of ice,

meteoroids, asteroids, and every comet.

Nothing more than space oddities,

but planets by our flame made into paradise

if we choose to unfreeze and life beget.

Of adoration, are we not found worthy in qualities?

So say us, the cosmos, YES!

Yet who, short of interplanetary dust,

is to be proclaimed a star, celebrated, divine in glory?

For fear, blinded by our light, we guess,

we contemplate in debate, a must!

who is the greater named in the story?

The North Star questions the skies:

If we seek to determine our superiority,

from amongst the cosmos lights,

lest we fortify a delusion of a lesser star,

who amongst us lacks the self-absorptivity,

to claim veneration rights?

Is one less worthy as a pulsar, or more as a quasar?

Consider the Centaur, Chiron, asteroid, or comet.

Tail bright and always flying,

Shining like a silver bird destined to elude.

Consider Luna Moon, with no luminosity on it,

yet to be like a star, pining,

to reflect Helios Sun’s magnitude.

Consider the All-Mother Earth,

Tellus Mater, yet a child by the relations,

of the known universe, relations we interweave.

By her, the starry heaven was given birth,

in dreams of mortal man, relative in stations

The minds of poets, who are we to conceive?

and if love is as life is, reborn and forever,

Is it the red giant, with its massive size,

or the pulsar, with its mesmerizing beat?

To decide, who are we to endeavor?

Perhaps the white dwarf, with its shining demise,

or the black hole, with its powerful retreat.

Is it the super-giant, with its luminous blaze,

or the neutron star, with its intense gravity?

who can claim the stellar crown,

Maybe the quasar, with its energetic craze,

or the brown dwarf, with its subtle majesty.

Who can mesmerize, who can astound,

Each with its own unique and wondrous form,

all contributing to the cosmic symphony.

Every star, every rock, every space oddity,

Yet, in the grand scheme, we are but a norm,

mere players in this celestial fantasy.

Who deserves to be proclaimed a deity?

Out of chaos, dark energy comes together,

in life and death, perpetually reborn, life eternal.

Love is born then light, out of the night, Nyx and Erebus,

Let us seek the poet’s mind so that we might live forever.

Let us seek to guide us the meek, the minor orbital,

to decide, who is worthy of adoration, Us.

We like Ouroboros, and the Milky Way, are too often,

self-appointed, the heart of the universe, center stage.

Let us reside in the heavens, and seek in our quest,

those souls who dwell next to us, less than common,

humble, and modest within the sphere of influence to engage.

They begin anew before they end and judge us best.

The Sun converses with the skies:

Look upon my solar system whose heat and light I create.

Nine, plus or minus, revolve around me.

their life is by my solar nebula, self-sacrifice.

Even the moons numbering more than one hundred and fifty-eight

are gravitationally bound to me.

Of my celestial objects, I’ll seek advice.

Through creations influence, I have been endowed, of late

to bend to my will, asteroids, meteoroids, planetoids too,

comets, giant planets, and even interplanetary dust,

even a light year away from the Opik-Oort cloud

where they say that comets come to me, born new.

even as far as the Kuiper belt my power is thrust.

From amongst them, I’ll find a matchmaker, avowed

for my charismatic magnetism,

a force of orbital motion, my gravity!

I am a supernova, a fusion maker!

In my fascinating fascism,

the animate Earth shall choose a match for me,

One who is a giver, not a taker!

The Earth speaks to the Sun:

I am broad-breasted Gaia, worldly Earth,

The everlasting foundation, consider me,

to bestow upon you from Eros Amore, tributes of love

in poets mind and pen.

To the starry sky, Ouranos Uranus I gave birth,

and to Oceanus Pontus of ocean, and sea,

and Aer, that is mortal breath above.

Consider me a match, not a maker!

Ouranos, by Saturn, was put away, lost to my devotion.

Now Uranus is held in place in the sky.

Saturn was disposed of by Jupiter Jove’s desire,

in epics told far and wide,

to rule all of heaven in its motion.

You, Helios Sun, greater than Jupiter a failed star, placed high.

Now you are Apollo Sol and my passion for your flames leap hire.

Who is better together than us?

Consider me, I am earth.

by God-given life that the heart of mortal holds.

Your love reflects in the depths of my ocean.

And my love reflects in the mortal mind.

Consider me, and in me find worth.

For by Jehovah, all matter in the universe unfolds.

In Pontus is the constant motion of unfathomable devotion.

Know that I know you best.

Consider me, your light reflects in my sky,

with a fever of desire.

Pluto is dark and tells a dead story,

if you must compare to decide,

Consider me, and in my heaven, you will fly,

admired as my passion’s fire.

I can cast even Pluto out of the planetary category!

I rewrite science, and rediscover history!

Like your gaseous flares,

my volcanic flames leap up to meet you.

Like your solar wind,

a scientific wonder,

if comparison dares,

my breezes carry praises to greet you.

Let these continue without end.

If only you consider me.

Beyond Mercury, in this solar sea

I am wilder, and I am more free.

Beyond Venus in beauty, consider me.

Let me compare so that you understand,

I have faith in myself to be,

of your affection, worthy.

Even beyond Mars, consider me.

For I am the match for you!

With languages of Terra Earth and Tella Mater on my soil,

and Oceanus Pontus, and Neptune Poseidon in ocean and sea,

With Aether, the soul of the world in my sky,

Believe what I say!

I labor to give birth and provide a life that imaginings toil,

for I am equal in all I create and all I create is free!

All life through God emanates from me, as wild as I.

Know this to be true!

Is this not what any soul would ask of me,

to declare my devotion and my love?

Yes, I have faith in mortal thoughts to be of worth.

Consider us together!

I choose you poetically, as a match for me,

of all in the cosmos, the heavens above,

I, Gaia, Terra, Tellus Mater, All Mother Earth.

I am not a matchmaker, but your match!

The Sun scolds the Earth:

Of poetic myth are your wearisome words, ignorant Earth!

Third rock, easily by me made lifeless, silence your declaration.

These characters, primordial, are of you in fractions,

imaginings of a human heart, are of diminutive worth.

Titans, Olympians, names undeserving of my station

given by particles of living clay and contemptible in actions.

Yes, the characters of your world are of slender appeal!

What is your wind, earth, water, or fire?

Give it to me as a token.

Only Jehovah knows the truth so what is real?

That for my attention you would aspire,

Or else these bonds of life be broken.

You would have the stars speak of your element,

through the mortal minds of a dreamer.

However, my flames can mean life or my solar wind demise.

So, seek you, my contentment,

and forgo the poetic schemer,

lest your creation I despise.

You by God are of my making, compared, your fire an ember,

Your ocean, in my solar sea, a trickle,

your soil, compared to the masses I manage, merely dust.

You, quickly perishing, leave little to remember.

With a spirit rebellious and a soul that is fickle,

what is love if for your life I do not lust?

You give your mythic trifles to me as a token,

that you and your mortal minds would aspire,

for others, and not just my attention.

All your flowing words are selfishly spoken.

I see in your heart your true desire,

of your glory in the lyric to mention!

Seek not your contentment in fame and adoration, but mine!

Nor seek to steal my fire. Yes, my solar flames can mean life,

or like Mars, Venus, and Mercury, to death, they can burn you!

As Venus, facade, morning and evening star, a barren rock left behind.

As Mercury, in myth a thief, and Mars in war and strife,

None of these give life. Such is what illusion will earn you!

Now find, for me, more suitable a love,

worthy in stature to adore me.

Neither lesser nor greater for the respect I demand!

Find me one from the celestial bodies above,

but not one likely to bore me!

Now fear if you fail, heed my command!

The Earth responds to the Sun:

Oh Helios, Apollo Sol, hear me out!

Your scolding words, though powerful, are of a narrow mind.

Your flames bring life, but my soil brings it forth from the ground.

I am Life!

Your solar winds may bring change, no doubt,

But of this, I must remind

myself it is my air that vibrates to make all praises sound.

Shall my mortal praise you?

You are not the only one who has the right to be proud.

I am not seeking fame or adoration,

only to declare my love both day and night,

If you also declare your love for me.

For you, who is the source of life, declared loud,

I declare my devotion,

not to steal your fire but to reflect your light.

Will you not shine your light on me?

I am not selfishly spoken, but a voice of creation,

You ask for love more worthy in stature to adore you,

I believe it to be me,

for none can match my inner beauty,

not for glory, but to honor your magnificent manifestation.

and grace that I offer you.

For it is I who brings forth planetary diversity,

I create more life than all the known universe

from the tiniest microbe to the giant elephant.

I offer you the majesty of mountains, the serenity of the sea,

I am not lesser nor greater, but an equal partner in this cosmic dance.

Helios, dance with me!

If you choose me all will be celebrant!

In me is the vastness of the sky, and the intimacy of a tree.

It is through our mutual interaction that we find balance.

In your hesitance,

I will not fear your command

or your threat of punishment,

for I know that your heart,

is purer than your mind

in what you demand,

you only seek contentment.

to be a unified part.

I see purity in you.

So let us put aside our pride and our difference,

and embrace each other in a loving alliance.

For together, we can create a harmony that is truly divine,

together we can create creation,

a cosmic symphony, for all time. In prominence.

Your scorching words are like your flames, dividence,

full of heat and light, but lacking empathy sublime.

Silence your mind and speak with heart.

You forget that I am the mother of all life,

the birthplace of every creature under your gaze.

You boast of your power and boast of your might,

you lose yourself in your boasting

while belittling me with strife,

but without me, your light would be wasted days

without me, your flames, unreflected, wasted in the night,

Without me, you will go without.

What of the balance I bring to this dance?

Without my orbit, the planets would wander,

without my gravity to pull us together,

I have so much more to offer you,

lost in the abyss of your solar expanse.

You may hold the title of Helios Apollo but ponder,

without the dreams of mortal, meaning is lost forever.

Lost in madness, solarcy!

Your solar flares may bring destruction,

but my volcanoes and earthquakes bring renewal.

You speak of finding a new love,

when I could be your everything

you demand I head your instruction,

worthy of your attention, your desire though cruel,

you have not learned that true love

is not something you can make,

Your search for something greater, grander,

without an appreciation of what is already here.

I am Gaia, Tellus Mater, Terra, and Earth.

If not for you then for myself.

Do not chide me in my candor,

I am the natural world, by all found fair,

and fair in my matchmaking found worth.

I am what I am.

I am the love that sustains and nourishes every being,

from the smallest microbe to the largest whale.

I will not seek your approval or adoration,

I know what I know.

I know my worth and my place in this universe all-seeing,

But I ask that you remember me, Sun, as I bewail,

and deprive me not, my deserving validation.

And whatever will be, will be.

The Earth inquiries, to the free-flying skies:

Who amongst the constellations,

might pause for me and listen,

as I call out across this void?

Do not ignore me!

Have sympathy for my consternation.

Even you, the falling stars that glisten,

Comets, Meteors, Asteroids!

Look upon my sorrow!

You of the free-flying skies,

you, the nymphs of the heavens above,

become one with this ruddy light,

let it be your destiny

, and save me from the demise,

by accepting Helios Sun’s love.

Join Apollo Sol this night.

For you, I will write a new story!

Consider this, silver birds,

To Haley’s comet, I gave a name.

Such is mine to give for eternity.

In the hearts of poets to live on.

Now consider my words,

and receive equal fame.

To be one with the Sun is your destiny.

With honor and fame to follow.

The Sun’s stardom proclaims,

Farther than the Milky Way!

Won’t you do this for me?

I plead in earnest!

Bound to the Sun remains,

Shining in the night, saving my day

by taking this burden from me.

Let this match be made!

The mysterious speaks in a whisper:

The stars above remain silent,

their twinkling lights the only reply.

For though they hear the Earth’s lament,

they cannot change or Sun’s decree defy.

Their beauty and grace, are a marvel to see,

yet powerless against the will of the Sun.

The Earth must learn to be free,

and find a way to live and run.

For though the Sun may scold and chide,

it is not the master of the Earth.

All must learn to live and abide

by and find their self-worth.

So listen not to the Sun’s decree,

but instead, follow your path.

For in the end, it is you who must be,

the master of your fate, not the Sun’s wrath.

The free-flying skies respond:

Dear Earth, we hear your call,

your plea for help in this hour of need.

But to bind ourselves to the Sun’s thrall

is not a fate we desire or concede.

We are free to roam and wander,

to dance amongst the stars up high,

our beauty and wonder,

seen by every mortal eye.

We cannot sacrifice our freedom,

to be enslaved by the Sun’s might,

to be one with another would be seldom

the path we choose. We choose to take flight.

We offer you our sympathy,

and wish you well in your plight,

but to join with the Sun’s destiny,

is not something we will invite.

We will continue to shine and glow,

each in our unique way,

and help you in our flow,

to brighten up your day.

So fear not, dear Earth,

for the skies above are full of light,

and though we may not share the Sun’s birth,

we will guide you through the darkest night.

The Asteroids decline the Earth’s invitation:

As spirited maidens of the skies,

we are made to fly free thus,

untouched by the scorching hand of a union.

To agree to such gravitation is unwise.

We would be sure to lose part or all of us.

Our ruin is not worth such communion.

The Sun seeks, in its stardom,

beyond the asteroid belts to be proclaimed,

from here to there in a milky way.

We do not seek martyrdom,

or to be depleted and maimed!

So, we are heading the other way.

From the Kuiper belt amongst the stars

to the Oort cloud, we travel together as one.

Far and wide beyond the Milky Way,

and by the creator, greater stars,

we see there than your Sun.

On a single star’s side, we cannot stay.

As silver birds, we travel together,

In and out amongst the stars.

Near and far and wide,

as free fliers, we are happy forever,

amongst pulsars and quasars,

but never by them do we stay.

We slide down the rainbow

of planetary rings.

Our voyages afar are the envy of all.

With our tails aglow,

and fire for wings,

we are too far gone, to answer your call.

The Earth understands:

I hear your words and understand,

that your paths lie far and wide,

I will not force you to join me,

in this match that I must find.

Amongst the stars and distant lands.

Your freedom is your pride.

Your journey is yours to see,

I almost envy your flight.

I will not implore you to stay.

as you glide through the universe.

Though we may never meet again,

May your travels bring you joy,

your destiny, yours to play.

never lose your love for the diverse.

May the heavens be your friend,

May you find new worlds to explore.

Oh free fliers, I understand,

your destiny is not to be tied to one,

but to be free and fly amongst the stars.

So go.

I see now that my request was foolish and unplanned,

for you are meant to soar and shine like the Sun,

and travel afar, near and far.

Leave me now.

I apologize for the imposition,

and I wish you well on your journeys to come,

as you blaze a trail across the sky.

Forgotten and already gone.

May you continue to bring wonder and inspiration,

as you travel through the cosmos and roam,

and may your beauty never die.

In the memories, you leave.

I thank you for your candid reply,

and I hope that one day, we may meet again,

under different circumstances and skies.

So be on your way.

Until then, I bid you farewell, as you fly,

and I will cherish the memories of when

your brilliance lit up my eyes

though darkness follows.

The mysterious gives advice:

Let the balance of the cosmos guide you,

not the egotism of one shining light.

For in the grand scheme of things, it is true,

that all stars are equally bright.

So, seek not to appease the Sun’s vanity,

but to find a love that is true and pure.

One that will cherish your humanity,

and help your planet to endure.

For in the end, it is not power or fame,

that will bring you peace or contentment.

It is the love and compassion you claim,

that will bring you true enlightenment.

So, look beyond the stars and the sky,

and seek love that is humble and kind.

For in that love, you will find,

the key to a universe that is truly divine.

The North Star gives council to the Earth:

If you seek this to resolve,

the arrogance of the cosmos,

by appeasing the conceit of a single reign,

then your solar family will revolve,

in a system of pathos

Not even one left sane.

For a star that imprisons a soul,

by manipulation,

is unworthy of regard.

The Sun seeks to control,

only to raise its’ station,

and then discard.

Be wary if you care,

and if you do not, be wary still,

in relationships, you interlace,

by the lives you pair,

for only God’s will and not our will,

can interweave the very fabric of space.

What are we to devise who is qualified to become one?

If you value others with respect,

seek one ardent, for if love is vain, is life only self-important?

You must find a body to look after this Sun,

that this star, self-superior, might be kept in check,

to make your solar system content.

The Earth offers a thought to the Sun:

I am sure there are other stars such as you,

to replenish this barren world.

Don’t find me too plain-spoken,

If I am to be your matchmaker,

I am content in my orbit around you.

More so I speak for fear of the darkness lest I be hurled.

So I offer you this token.

What better match than a star for a star,

and the North Star speaks in words of good sense

and shines the brightest in my night.

Consider this noble luminary,

to end my quest and let Polaris

guide life’s direction through the universe immense.

To compliment your light,

and make my night less solitary.

Listen to this match I’ve made.

The North Star leads with wisdom and insight,

all those not clouded by an arrogant mind

if they but look up with open eyes.

Let my quest be in victory!

Who better to guide you in your night,

than this one whose heart is kind,

and for me, a comfort, so be advised.

And all agree,

this Guiding Star shines with affection

when in shadows your light leaves me.

On my darkest night, I am not lost.

So choose to accept this fate.

Even mortal love finds romantic connections,

shown the way on land and sea,

that none be star-crossed.

What say you, Helios?

The Sun scoffs:

Let the North Star glow and let it fade.

While you below alight with my shine.

I am most worthy to be adored.

My rays are a flow of golden cascade,

and all know this light to be mine.

Yet you bring me discord!

Although I delight in the love of par,

you suggest I shine only in the day.

By hours of darkness am I to compete for affection?

By what right does this North Star,

draw the night and show lovers the way?

Put aside your thoughtless contemplation!

If darkness were to surround you,

to make miserable your mirth!

Would you then understand?

To find for me, I have bound you,

one short of my worth,

yet worthy of my hand.

The Earth responds:

I do not seek to diminish your light,

nor do I wish to compete for affection.

I simply offer an alternative view,

this task has given me, the command to complete,

that the North Star may guide lovers in the night,

when your light is absent, with direction,

and be a source of comfort too.

Are we not deserving?

You are the star of the day,

your warmth and light are vital for life,

and I am grateful for your shine.

For me, it is enough.

But the night has its display,

with stars that twinkle and strive,

and the North Star, steadfast and divine.

Yet you reject?

Ah, enough of this argument,

in my orbit leave me spinning,

alone in my lament.

Must I go on searching?

Facing your arrogance there is no winning!

So I go my way again in exploration.

The Earth pleads to the constellations:

Oh, cry for me, heavens gatherings!

For your design is the awe of mortal dreams,

and this quandary is a quagmire by a promise I cannot leave.

Will just one help me?

Why bother in this matter of things?

If I perish so will you, corporeal esteem.

What are your myths to entertain if there is no one to believe?

Is Polaris not one of you?

No adoration do I seek,

but sympathy for this omen!

Is there not one of the eighty-eight,

Alpha Centauri? Betelgeuse?

named by the Sumerian, Chaldean, or Greek,

Babylonian, Egyptian, or Roman,

to take on this task and save my fate?

Vega? Pleiades? Antares?

Save me from the wrath of the Sun!

I implore lest all on Earth ignore you!

From this quest set me free!

Canopus too!

To rescue is there not one?

Any in this great circle will do.

Will not one arrangement answer me?

Any of the Zodiac?

The constellations respond:

We hear your plea, dear Earth,

and though we are mere patterns in the sky,

we understand your fear and your plight.

We cannot change the course of your birth,

nor can we prevent the Sun’s fiery eye,

but we can offer you our light.

Each of us has a story to tell,

a myth or legend that speaks to the heart,

and though we may seem distant and cold,

we are here to guide you well,

to lead you safely through the dark,

and to offer you solace in the fold.

Look to the stars, dear Earth,

for we are your companions and your friends,

and though we cannot save you from the Sun,

we will be with you for all your worth,

until your journey comes to an end,

and with you, our journey is done.

Orion feels pity for the Earth:

What can I do to comfort you, plaintive one?

I too have been scorned in love,

and blinded by hate.

Then given sight by the eastern rays of the Rising Sun

yet by a Love to die and be placed above.

Take heart, your deliverance I can imitate!

Now, what can you do for me?

If I can do this for you?

Proclaim me, lest you lament,

The great hunter of all you see.

The task you ask for is not easy to do

to make a discontented star content.

The Sun is bright but only in your skies.

To find one to love such unhappily!

As I loved Merope,

they must be a believer in lies,

just as Artemis loved me.

my love is now vengeance for ardor’s hope.

I will shoot and cause Selene to swoon,

With arrow and bow

I shall take from mischievous Eros

Revenge on the Moon!

Selene, sorrow will know!

So apt with the arrows!

By my aim, I will not falter

To bond these twins, an unnatural mate.

The Sun’s heart by the moon

will be placed on an alter

when this satellite, I permeate.

Then on Earth, I shall boon.

The Earth contracts with Orion

End this exhaustion, this burden I carry

Join this one with the Sun and I swear by my word.

Orion, let your arrow fly to find the immortal naive,

end this doomed epic!

Find with whom to this curse we will marry

and I will make you a legend of this world

a handsome giant, mighty hunter, strong and brave.

End my sweeping quest

and on charts, your name will be displayed.

The Sun will be confined within this celestial sphere

and in sight of me for my life remain.

Let me claim victory!

By this union, an ecliptic path shall be laid

and followed year by year

To be kept in check and keep me sane

by the calendar of time-bound!

The Zodiac protest:

Orion, we appreciate your offer,

but cannot condone your vengeance.

Love should not be used as a weapon,

for it brings only pain and disorder.

Let us not cause further interference

in the affairs of heaven.

Instead, let us focus on harmony

and finding a peaceful resolution.

Perhaps the solution lies in unity,

in joining forces with the constellation family,

to bring about a positive revolution

and protect our celestial community.

Let us seek counsel from the wise elders,

from Cassiopeia to Ursa Major,

and find a way to mend this strife.

For only by working together,

can we ensure our mutual survival,

and preserve the wonders of our life.

The Zodiac continues:

We hear your plea, oh Earth.

and we offer our compassion and care.

As ancient myths and modern science blend,

we hold the stories of the universe’s birth,

and know the importance of your share

in the celestial dance, shall it never end.

From Orion’s belt to the Big Dipper,

we see your plight and feel your pain.

The heavens are vast, but we are not distant.

We are your friends, your starry whisper,

and together, we shall break this chain

of the Sun’s arrogance and insistence.

The zodiac signs and the Milky Way

are here to help and lend a hand.

The North Star’s light shines bright and true.

The constellations will not betray

your plea for help, we understand

and will work together to see you through.

For in this vast and wondrous space,

we are all connected and intertwined.

The Earth, the Sun, the constellations, evermore.

We’ll lend our aid and embrace

to bring forth a solution to bend the mind

and ensure our universe can soar.

The Mysterious whispers:

The Universe is calm and still,

With stars and planets all in tune,

But Orion, with a fiery will,

Disrupts the peace, a moment of ruin,

aimed bow and Cupid’s arrow,

at the Moon, so bright and true,

Ignoring warnings, mind narrow,

let the arrow fly, it flew.

The Moonstruck with love’s embrace,

Falls for the Sun’s warm, golden light,

But the Universe will not erase,

the anger burning in might.

The stars, twinkle with dismay,

will Sun and Moon become one,

the Universe, in disarray,

Wonder what can be done.

False love upsets the balance,

and Orion, with rash desire,

causes cosmic malice,

that threatens all to expire.

Shall the Universe give in,

or work to restore harmony,

For love, is not a sin,

when balanced, it is destiny.

The Moon speaks from out of the Skies

What is this pain in my chest?

I feel as I have never felt before.

Has my face been shaken by an asteroid?

Emotions come forth that did not exist.

Love explodes from this hole in my core!

My surface is stirring, filling the void.

I see a star in my eye tonight.

Till it is mine there will be no rest.

To reflect, my heart has bidden.

This first star comes into sight

as I shudder at this pain in my chest

for in me love’s dart hit and is hidden.

It is my brother, the Sun for which I cry.

I seek to share in its astral flight

I long for its golden heart,

I must steal it from the sky.

it has nearly torn my soul apart,

wrong or right, I will not ask why.

The Moon Woos the Sun:

Let us shine as we were born, side by side,

cutting through the darkness of night,

as the Earth alights between you and me.

Our union will be known wide.

Let us be together in the shining daylight.

All shall know our love was meant to be.

If you warm my day,

I shall set fire to your night,

and we shall shine as one!

Hear what I say.

By my side take flight.

I give my life to you, Oh Sun!

The North Star may navigate,

lovers when your light fails.

With this, my attributes compare.

I guide the ship’s fate,

by the Oceans sways and sails.

My soul to you I lay bare.

Consider me, see my moonbeams.

As you talk about how you love to shine,

my moonlight also shines to love.

I hold the key to your dreams,

and you hold the key to mine.

Let us become one in the sky above.

The Sun retorts towards the Moon:

How dare you speak of such to me, the Sun?

What matter of match claim you,

to talk to one so high, lowly sister Moon,

When stature you have none?

and nothing to offer me, I blame you!

Ha! And you expect me to swoon.

Cast off these dreams, foolish heart!

Your fondness is mere fancy.

Greater clumps of dirt I have consumed.

Let loose your schemes of love, depart!

This reflection that you see,

Is your fate, Doomed?

What form are you to know me?

I seek one to give me love,

that the stars be shown I rule the sky.

What greatness can you show me?

for, I am the Sun below and above.

I own this love let none this deny!

The Moon beseeches the Sun:

With your rainbow as my reflection,

and a shadow made of moonlight,

Let me be found convincing.

I shall let you know of my affection,

as I go into the night,

with you to be romancing.

For my heart, it sings!

I am alive when once I was dead.

By a star, my soul revived.

Oh, such fanciful things,

are dancing a halo around my head.

How could this love be contrived?

For you are the Sun,

and I am the moon

a mere reflection of your splendor,

You are the one,

that makes my heart swoon,

Love to the receiver, love the sender.

The Constellations inquire of the Earth:

What are these words we hear,

of the Sun and the Moon?

Who but the Sun determined itself to be great?

For what reason does this satellite care,

for the Sun to swoon?

What trick is this of fate?

Are you to be a matchmaker,

or shall it be left to chance?

This delusion we fear.

For the Sun was born a taker,

and what is left for romance?

Not in the words we hear.

The Moon is no match for the Sun.

Innocence born is taken.

How can this bond abide,

by the selfish acts of a self-loved one?

This love must be mistaken.

From us, the truth, do not hide!

The Earth responds to the constellations:

You know too well, Orion took from Eros bow and arrow,

playing cupid of the skies.

But it was Dionysus that sealed this doom.

Are you to accuse the matchmaker?

You act of narrow minds.

This act does not despise

for it was Oenopion that blinded the Moon.

And Helios demanded a match.

Of Artemis, ask the bear, Callisto,

with silver light that shines dark,

shining only as a blemished jewel,

could the bear do any better?

To find a good match for Apollo, the jealous minstrel.

Anyone else in shining brings vengeance to embark,

for in their youth, one was reckless and the other, cruel.

The Sun and Moon, are both soiled!

Let Selene have time as a luminary.

All of creation is relative to each other.

Mind yourselves, not this romance.

This system is not yours.

Leave this solar system solitary.

What need do you have to bother,

in this convenient happenstance!

Do you desire to be with Sol paired?

The Moon Continues its Dialog with the Sun:

Stature I may have little of,

though you are great,

consider me,

greater is my love.

My love why hate?

Consider me.

You and I can share the sky.

For our name,

greater than all stars that we see,

side by side you and I,

should be proclaimed.

If I had my way that is how it would be.

All those on earth will know of our love,

and all those in heaven will see.

Consider me.

From all the heavenly bodies above,

our astral arrangement is a prodigy.

Consider me.

However, for our love to grow,

It takes the effort of two.

Consider me.

How deep our love could go.

This is my response to you.

Oh! Consider me.

The Sun counters and demands:

My flames will reach higher,

If I consider you,

to shine on the Earth through the night,

for my passion and desire,

this for me you will do,

be reflective of my fiery light.

If your love is true,

then your promise keep.

Upon the Earth reflect my flame.

If I consider you,

for my love to reap

you must radiate my acclaim.

Yes! Greater than all stars, it is true.

I see you see what all should see in me,

a perpetual nova.

So do what you have said you will do.

If love grows, what will be will be?

and Love me, your Casanova!

The North Star intervenes:

Eros! Stop this injustice and make right this wrong!

From Selene’s core remove your dart,

lest the Sun’s self-important depravity,

end the harmony of eternity’s song.

Let free will once more enter the Moon’s heart,

and remove your arrow from its inner cavity.

To allow this lie is to give birth,

to such self-centered gravity,

to cause the Sun to collapse in upon self,

in self-appointed celestial worth,

lest the Sun ensnare all matter and energy,

as Collapsar and the universe engulf.

Eros responds to the North Star:

Polaris, North Star, your speech is grieved,

but the arrow, once shot, cannot be retrieved,

Love cannot be undone.

For it has already begun.

The Moon’s heart has been deceived,

But love’s fire cannot be bereaved.

The Sun’s ego may indeed be grand,

But in love, one must take a stand.

The Moon’s love is pure and true,

And it is not for us to undo.

Instead, we must hope and pray,

That the Sun will see the light of day,

And realize that love is not about power,

But about giving oneself, hour by hour.

Let us hope that the Sun will open its heart,

And let the Moon be, in part,

a love that is greater than any star,

A love that will shine brighter and go far.

The Sun Continues towards the Moon:

If your love is true then prove your devotion!

Let the North star be put to shame!

In the darkness, upon you, my reflection will shine,

and the living waters of Gaia in constant motion,

will outweigh the wonders of Polaris’s fame.

To uplift my station, by your mirror of my light., divine

Your love may be deep,

but to gain my consecration,

can it reach that height?

This promise, you must keep.

Create for me a name, a station.

To shine in the day, and darkness of night,

let the North star be shamed!

As you admire from far away,

all shall fathom my might.

Let your heart be blamed

if by my side you do not stay

to be my delight.

Eros reconsiders:

How can I ignore the former plea,

understanding the danger of the destiny

of this love set in motion?

controlled by an arrow’s notion.

I shall take the arrow from Selene’s heart

turn back this night, let truth play its part,

and break the spell that bounds to the Sun.

let love for the Sun be done.

The Sun and Moon will shine on their own,

the light will dance, interweave, and be shown,

No longer bound by a love that is not real.

True love is bound that eternity shall feel.

The Moon doubts:

Oh Sun, your words are harsh and demanding,

as if my love for you is not enough.

I do not need to prove my devotion,

Instead, I need your understanding

our love can grow, sure-enough

if together in harmonic motion.

Yet I fear, my love of my heart,

you ask too much.

My want of you is to share the sky.

to do your part,

needs a loving touch,

in love far-flung must we fly?

My regard for you is never-ending.

I am content to be by your side, rough or smooth,

to share the sky and the stars above.

My reverence to you, find me ever sending

Your fiery temper allows me to soothe,

and your arrogance disposes of.

The night will only keep us apart.

Both light and dark are upon the Earth.

My light is my loss reflected,

shadowed by my breaking heart.

Your name will be proclaimed in satirical mirth

if I remain neglected.

But if it is your desire for me to reflect your light,

I shall do so willingly, as a symbol of our love.

And if it is your wish to have a name amongst the stars,

to reflect your fire throughout the night

a solar system to be part of,

for this love in reverence to be ours,

I shall shine for you, for your glory to rise.

But do not let your pride and vanity lead you astray,

for in the vastness of the universe, we are tiny.

Let my proclamations not take you by surprise

allow my night to join with your day

Let us not just shine but shine-free,

If not, where your love fails,

my love falls short.

Now I consider you.

Of this love, I bewail

and await your retort.

So, say what you will do.

The Sun begrudgingly yields:

Don’t darken my glory,

with your words that slight,

the day is mine.

Now you change your story,

though you have the night!

Is your heart like cancer benign?

Your whimpering is a matter of greed,

but to silence you I concede.

Now be warned if I find your heart untrue,

to these words I say, Take heed,

If you do not follow indeed,

A cold wind will blow in your soul right through,

and this star will not shine for you.

I’ll visit you some morning,

and you can come some afternoon.

For the sake of my glory too!

We shall share the sky in your mourning.

Keep the vow you swore to me moon!

So those on earth will see you as I am setting,

just before they close their eyes,

and in your dreams, we will be together,

Let this ease your fretting,

and on occasion when I rise,

and in the changing of the weather.

All will hear the song of your heart,

beating your love for me.

Your light will be pale before mine,

when together or apart.

Honored for your loyalty,

all will know that I am sublime.

The Moon pleads for guidance:

Of all the stars in these lonely skies,

is there anyone above?

Will none shine for me?

The Sun, once dear I now despise!

Am I to be punished because of love,

when in innocence, I believed?

When the nights are cold and dark,

when no stars give light to the sky above,

I will go on believing.

All these thoughts within my heart,

My hopes and dreams of finding love,

will give me a reason for living.

Yet now my dreams are swept away,

by the hardships this star defines.

I plead for any light from above!

Is there no one to save me from yesterday?

At least tell me of my crimes,

that I am found unworthy of love.

The North Star gives comfort:

You are not alone in the universe!

It is a natural satellite to seek love.

Consider me.

This solar system, though it seems adverse,

is just one in the endless heavens above.

Consider me.

Believe in your inner light!

The qualities you own,

and not merely what you perceive to reflect.

Look beyond the world’s night.

Fear not, the unknown.

Look beyond that which the egotistic project.

Not all stars seek to be self-defined.

Of dreams of love be not credulous.

Consider me.

Love is in dreams and the mind.

Do not let your soul be nebulous.

Consider me.

The Earth appeals to the moon:

To make one world,

it takes the heavenly bodies of two.

Reconsider the Sun.

and consider the consequence.

The seasons unfurled,

Depends upon both of you,

in unity revolving as one.

Rekindle your inner flame of love.

You make my darkness bright

when the Sun is in your eyes.

Remember your love as it began.

Consider all you have.

The Sun gives daylight

but alone could make no paradise.

Reconsider the Sun if you can.

In this consider me.

The guidance of Polaris

is quickly replaced,

by my magnetic pole.

Consider mortal lives,

For life, will you self-sacrifice?

Though unequally spaced,

let my gratitude fill your empty soul.

Re-consider the Sun.

The Moon considers promise:

It is my longing to see,

the rising and setting Sun,

so that I may respect my vow.

That honor might be with me

when this tapestry of life is done.

It cannot be unraveled now.

I don’t care if this night goes on forever.

Polaris you are more than I dared wish for.

However, some things are not as they seem.

If only for this moment, we are in thought together.

For you have healed this hollow in my core,

but all I have left to give is a dream.

To proclaim the Sun’s name,

to the heavens, I swore it!

and things cannot be left to chance.

My love. My truth. My blame.

I cannot ignore it.

Nothing is ever happenstance.

but is not reality born,

out of a dream, this dream of you?

What will this life have in store?

I did not seek the desire to form,

this dream to consider you.

so, I implore, tempt me no more.

And Mother Earth,

You are the world-given life,

by the heavenly bodies above.

In you I find worth,

Beyond my strife!

So, I will give to the Sun my love.

I am grateful for your affection,

though I entertain my desire for romance,

Could you subsist with another?

this is perplexing.

Yet, to protect you, I cannot take the chance

of a midnight lover.

Terra Gaia, Tellus, I give,

to you my devotion,

Stardust and moonlight.

I love for you to live,

to move your seas and oceans,

and live for you to love my light.

The moon concedes to the Sun:

I never conceived a few words spoken foolishly,

would leave me only with dreams.

If it were not for this world between.

I never envisioned how lonely this space could be,

with a universe of schemes.

So, I will silence my dream.

The stars will shine in the heavens above.

The Earth will shine below.

All will be cherished by mortal minds.

In mortal hearts, I will find love,

as I reflect on a star’s rainbow,

and time defines.

The Sun rebukes Veracity:

Dark Rock, your soul is revealed!

Honor you have none.

How dare you speak such!

The motives you’ve concealed,

are now seen by everyone.

For reputation, you clutch.

to steal my flame,

to steal my reflection,

to shine as your own,

to make yourself a name.

Enough of this deception!

Your treachery is known.

Your core is cold,

detached and alone,

this talk of truth, your reality,

regurgitated lies, though bold.

Your heart is made of stone!

Your words have no validity.

Your syrupy words, nauseating,

Fall like lead.

You have no life of your own,

so, in mine, you’re permeating,

because you are dead.

Yet I hear the earth groan.

So, keep your vow,

and in darkness fall,

lest the Earth be torn.

It is too late now.

It has been heard by all.

If faithless though be warned!

The Moon Accedes to the Sun:

Yes, I shall keep my vow,

and forsake my sanity.

Yet hold onto silent dreams.

With light, there will be a shadow,

a reflection of your vanity,

despite worldly schemes.

I saw your face,

of sunshine a glow,

and fell in love with its fire.

And my disgrace

is that I did not know.

The difference between love and desire.

Although dark,

by night, the lovers, dream of light.

And this shadow, which is my being,

will not be torn apart,

by wrong or right,

to prevent true hearts from seeing.

The hope that shines

in my core

Though cold,

Holds light that blinds,

motives pure,

and dreams bold.

Yet as surely as you set,

And as surely as you rise,

I will treat you of the kind.

For in this, I owe you a debt.

Of desires deception, I am now wise.

If conscience enters your mind,

if only to hope,

with the dawning day,

love comes back to me.

If only this dream in its scope,

may someday,

Become some other reality.

If a dream

is all I have to show,

now and through eternity.

Then I shall dream,

and let all on earth know,

there is more than this travesty!

Yes, I am the moon!

and in my gravity,

lovers by my light,

shall in passion swoon,

to reverie and fantasy,

in the moonlit night.

As eternity treads this celestial sea,

if your orbit is found loyal,

faithfully a step ahead and behind,

you can trust that you will find me.

For I am Selene Royal,

Of free will and sound mind.

Planet X speaks:

A speck of solar dust,

The moon is accused.

Rest in this reality.

Are we not absent of relational lust,

with relative science fused?

I am Planet X.

I am both a letter, number,

And an unknown quantity.

Are we categorized by sex?

Who has the say to encumber

us with a mindless category?

Be at rest Terra Soil,

Many names have you.

You are all these and more, have you?

As a Mother, you toil,

With Father Time, you grew.

But you exist beyond this I assure you!

Bright star adored by mortal man,

all days are numbered, even yours.

You are not the brightest in all of creation.

The hand of time is moved by God’s plan.

Even the brightest, the black hole obscures.

You live only to serve your station.

As you orbit be at rest.

All are equal in this solar family tree.

Feeble minds categorize,

To determine who is best.

In truth, it is best, to be free.

The Mysterious responds to Planet X:

Planet X, mysterious and wise,

You speak with an otherworldly voice.

In your words, truth and wisdom rise,

For you see beyond our limited choice.

You remind us that all are but dust,

Tiny specks in this vast universe.

Our labels and categories are a must,

For our minds to make sense and converse.

But we should not forget our unity,

As members of this cosmic family.

Our differences make us unique,

But our similarities make us divine.

We all have a role to play and seek,

To fulfill our purpose and shine.

Thank you for your cosmic insight,

And for reminding us of our place.

May we continue to grow in light,

And honor the beauty of space.

The Earth responds:

This wisdom is great, beyond that of any star,

but what is a world without love and passion?

Must we accept a life without an ardent partner?

Am I not to be a matchmaker?

Is it wrong to seek a love that will not mar,

the essence of our existence and compassion,

to unite with another and conquer?

Am I not the child of creation?

We do not seek to appease the conceit of a star

or to be controlled and discarded like a pawn.

We seek a partner with whom to share our light,

To seek companionship cannot be wrong,

together, to explore the universe afar,

to create a new dawn,

and to shine brighter and more luminous, in the night.

Before time ends, or when time ends

perhaps we are destined to be alone,

to wander the universe, a lonely planet.

But if there is a chance for love and companionship,

Is it not a chance worth taking?

We will seek it out, on our own,

and not just take what is granted,

but rather, seek out a love that is a true partnership.

Can I release this task?

Must we continue to search,

for a star that is worthy of our love and respect?

And if we do not find one, will we despair?

In this chase, I am no match,

For in the end, it is not the search,

but the journey and the quest,

that makes life worth living, and love worth the care.

This epic I relinquish.

The constellations respond to Planet X:

Your words are wise,

and remind us of our place.

We are all mere specks in the sky,

spinning in endless space.

Our names and titles may vary,

but in the end, we are all one.

Bound by the same cosmic ferry,

revolving around the same burning Sun.

But let us not forget the beauty,

in our diversity and unique light.

For each has its duty,

and its special sight.

The Sun reflects:

Has all of this creation been explored?

I desire simply to give life and light.

And though my days may be numbered,

I do not seek simply to be adored,

I will shine with all my might.

Let us not be encumbered,

by petty categories or hierarchy.

For we are all part of this wonder,

For we are all connected in existence,

this vast and mysterious galaxy.

disconnected is to be torn asunder

orbital gravity requires our consistence.

So let us celebrate our differences,

in this wisdom I agree,

and appreciate each other’s worth.

In ages to come and ages hence,

I am an equal and nobody is greater than me,

even the tiny planet we call Earth.

These celestial words are kind and thoughtful,

and I am grateful for all concerned,

Perhaps my destiny is to shine on my own,

I am not the one scheming or plotful,

I am the one that has been spurned,

yet sharing light with all worlds, not just one.

The Cosmos is one, a constant presence,

and its combined wisdom is to be revered.

But it is not a substitute for companionship.

Only God is true omnipresence,

and God knows reputations unjustly besmeared,

cannot be made right by fellowship,

We must learn to be comfortable with ourselves,

embrace our solitude, and find joy in our light.

Only then can we truly share ourselves with others,

Let mortal mind gossip amongst themselves,

my passion is devotion, and I oppose this fight.

Does the definition differ between love and lovers?

Without losing our identity.

let us all shine bright,

and find peace in our radiance.

Let us orbit as we were meant to be,

with good foresight,

to find peace in each other’s brilliance.

From a hypothetical existence

comes my final word

let all creation fall silent to reflect.

All are the same in co-existence.

No more relational bounds be heard.

All are individuals in respect.

Mortal minds love.

And mortal minds divide.

All are mortal in creation.

Time rules, both below and above.

Beyond time all will at some point, abide.

So ends this declaration.

AI story introduction: Seraphia and her Celestial Dragon

This came from Playground – OpenAI API

I have been playing with different AIs, Chatbots and AI image creation bots. Here is the prompt given this bot. 

“Tell a story about an autistic girl named Seraphia and a celestial rainbow-colored small dragon named Starfire, a tale of courage, determination, and the power of friendship, where a young girl with autism and her celestial dragon companion, overcomes the prejudices and misconceptions of others, to prove that true strength comes from within, a reminder that we should not judge, or label others based on their differences, but rather embrace them as unique and special individuals, to understand that being different is not a weakness, but strength and that everyone has the potential to be a hero in their own way.”

The prompt comes from a portion a story created by ChatGPT and edited by me. This is the response of the OpenAI Playground program.

“Once upon a time, there lived an autistic girl named Seraphia and her faithful companion, a celestial rainbow-colored small dragon named Starfire. Seraphia was a brave and determined girl. She faced many challenges in life due to her autism, and often felt misunderstood by those around her. Starfire, however, remained her faithful companion, understanding her needs and standing by her side through thick and thin. One day, Seraphia was walking with Starfire when they stumbled upon a group of people who were mocking and teasing her for being different. Seraphia was about to cry when Starfire stepped in and roared fiercely, scaring the bullies away. Seraphia was amazed by Starfire’s courage and bravery. From that day onward, the two became closer and closer, and Seraphia’s confidence began to grow. She started to believe in herself and her own strength, and slowly started to overcome the prejudice and misconceptions of those around her. With Starfire’s help, Seraphia proved that true strength comes from within, and that being different is not a weakness, but a strength. She reminded everyone that we should not judge, or label others based on their differences, but rather embrace them as unique and special individuals. Through this story, Seraphia and Starfire showed us that everyone has the potential to be a hero in their own way.”
I have found that most AI content creations are fairly repetitive in most themes. I am not at all concerned that AI would replace human creativity, but instead serve as a tool to inspire human creativity.

DALL·E 2023-01-30 16.52.26 – realistic painting of a Long-blond-haired girl riding on a celestial rainbow-colored dragon

Seraphia and her Celestial Dragon AI images remaster and story prompt rewrites by Salie Davis.

In this time and place, lives a young girl given the name, Seraphia. She is different from other children. She is autistic. This often makes other people misunderstand her, but Seraphia is not alone. She has a special companion – a celestial dragon named Starfire.

Starfire is not like the dragons of legend. He is small and has shimmering scales that sparkle like rainbows in the early morning mist and like stars in the night sky. His wings are also rainbow-colored, but unlike the cold leathery wings one might imagine a dragon to have, they are soft and warm as feathery down. He often wraps them around Seraphia like a comforting blanket to warm her heart when she needs it the most.

He was sent to Seraphia by the celestial being, to be her companion and protector. No one else can see Starfire.He is a magic dragon after all. Seraphia often talks about him but pretends that he is only in her imagination.

Seraphia and Starfire spend their days exploring the countryside and playing in the fields. They are happy together, and Seraphia’s autism does not hinder her because their friendship gives her inner strength.

One day, while they were out exploring, they came across a dark and sinister forest. The trees were twisted and gnarled, and a thick mist hung over the ground. Starfire warned Seraphia that they should not enter, but she was curious and would not be deterred.

People often told Seraphia that she was not capable to do things because she was autistic. Even the elders and wise men of the community assumed she was just a helpless child, who could never be anything more than what they imagined her to be. Seraphia knew differently. She was determined to prove everyone wrong.

As they ventured deeper into the forest, they came across a terrible creature – a giant, fire-breathing dragon. The dragon was fierce and terrifying, and Seraphia and Starfire realized that they were no match against his terrible rages!

Seraphia was very frightened. She took a deep breath, but instead of running away, she stopped and quietly observed the dragon. She didn’t try to speak to the dragon. She didn’t try to stop the dragon as he thrashed about, she just quietly sat on a rock and waited for him to calm down.

She understood, because of her friendship with Starfire, that dragons were not necessarily mean just because they were dragons. She also understood that being different often made people afraid of you, even when there was really nothing to be afraid of. She understood how it felt to be judged wrongly and could understand why the dragon was so upset.

She understood this, because people treated the fact that she was autistic as if it was a bad thing. People assumed being autistic made her weak and incapable, but she knew differently!

Her parents couldn’t help but realize she was different from the moment she was born. They saw her difference as being special. They didn’t always understand her, and it wasn’t until many years later that they finally discovered why she was so special.

Her name was Seraphia! Her parents gave her that name because they knew she would be great, that she would fly high! Others only saw her as a disability, but her parents saw her inner magic! Seraphia knew what it was like to be misunderstood, just because of assumptions based on ignorance, even still she chose kindness and love in the face of ignorance. She was determined not to make the same mistake as all the other people had made with her, with this dragon.

Seraphia convinced Starfire, with his celestial powers, to communicate with the dragon. Dragon-speak is a very delicate process. It took a while, but Seraphia was patient and waited. Seraphia and Starfire learned that the dragon was not truly evil but had been cursed by a wicked sorcerer. The sorcerer had taken the dragon away from his home and left him in the dark cold cave all alone. He was very sad and lonely, but no one would be his friend. No one was kind to him because he was a very large scary looking dragon. He also breathed fire and people assumed that he did so because he was evil. For him fire-breathing was just something dragons do, but the people didn’t understand and so they were afraid and ran away. Those that did not run away were cruel and made fun of him, even throwing rocks at him as he tried to sleep in his cave! This made him very angry and distrustful of people.

In reality, he too was a celestial dragon and belonged high in the sky above the judgmental eyes of ignorance. Unfortunately, his wing was injured, and he could not fly. With Starfire’s help, Seraphia was able to break the curse and free the dragon from its torment. All it really took was kind words and patience, you see, unbeknownst to the dragon, his wing had healed a long time ago, but the cruel words the dragon heard daily from the judgmental people had convinced him that he would never be able to fly or return to his home in the sky, so he had never tried.

In gratitude, the dragon bestowed upon Seraphia a magical ring. With the ring on her finger, Seraphia and Starfire journeyed home, their hearts filled with hope and wonder. From that day forward, Seraphia though different, knew she was a brave and kind-hearted hero, even if others could not see it. Starfire, her celestial dragon, remained her constant companion but she no longer needed his protection.

Together, Seraphia and Starfire will live many more adventures, and their stories will be told throughout the land for generations to come. Seraphia’s story will be a tale of courage, determination, and the power of friendship, where a young girl with autism and her celestial dragon companion, overcomes the prejudices and misconceptions of others, to prove that true strength comes from within. It will be a reminder that we should not judge, or label others based on their differences, but rather embrace them as unique and special individuals. As Seraphia’s legend spreads, more and more people will come to understand that being different is not a weakness, but a strength and that everyone has the potential to be a hero in their own way.

Many individuals on the autism spectrum and their families believe that autism is not a disability, but rather a different way of thinking and perceiving the world. They may view autism as a unique set of strengths and abilities, rather than solely focusing on the challenges it may present. This perspective is often referred to as the neurodiversity paradigm. It emphasizes the idea that neurological differences such as autism should be accepted and respected, just like cultural and linguistic diversity.

The neurodiversity movement is about accepting and valuing people with autism for who they are and recognizing that the qualities associated with autism can be valuable contributions to society. This includes an inclination toward attention to detail, an aptitude for pattern recognition, and a heightened ability to focus on a task for extended periods of time. It’s important to note that autism is a spectrum disorder and the level of support needed varies from person to person. Some may need more support than others, but the goal is for all individuals to be accepted and included in their communities, with the accommodations they need to thrive.

Seraphia’s AI Art and Short Story

Art by Midjourney Bot on Discord

Creative Prompts by Salie Davis
Story written by https://chat.openai.com

“Tell me a story about a girl with Autism named Seraphia who pretended she was a rainbow dragon.”

Once upon a time, in a land far, far away, there was a young girl named Seraphia. Seraphia was different from other children. She had autism and often struggled to connect with others and understand the world around her. But Seraphia had a secret, she pretended to be a rainbow dragon.

In her mind, Seraphia was a powerful and majestic creature who could fly through the skies, breathe fire, and change colors to match her moods. When she was feeling happy, she would be a bright and vibrant rainbow, but when she was feeling sad, she would turn a dull grey.

One day, Seraphia was walking through the forest when she came across a group of children who were playing. They saw Seraphia and immediately started to make fun of her because of her autism. Seraphia was hurt and ran away, deep into the forest, where she found a cave to hide in.

As she sat in the cave, Seraphia closed her eyes and imagined herself as a rainbow dragon. Suddenly, she felt a strange sensation, and when she opened her eyes, she saw that she had transformed into a real rainbow dragon.

Excited and amazed, Seraphia flew out of the cave and soared through the sky. The children who had made fun of her were in awe and apologized for their behavior. Seraphia forgave them, and they became friends.

From then on, Seraphia would often fly around the forest, spreading joy and wonder wherever she went. She learned that even though she was different, she had something special to offer the world. And in her heart, Seraphia knew that she would always be a rainbow dragon, a creature of beauty and strength.

The end.

Here is a second Prompt:

Tell me a story in the style of J.R. Tolkien About an autistic girl named Seraphia and her celestial dragon

Once upon a time, in a far-off land, there was a young girl named Seraphia. She was different from the other children in her village, for she had a condition called autism. This made her withdrawn and often misunderstood by those around her. But Seraphia was not alone, for she had a special companion – a celestial dragon named Starfire.

Starfire was not like the dragons of legend. He was small, no larger than a cat, and had shimmering scales that sparkled like stars in the night sky. He had been sent to Seraphia by the celestial beings, to be her companion and protector.

Seraphia and Starfire spent their days exploring the countryside and playing in the fields. They were happy together, and Seraphia’s autism did not seem to be a hindrance to their friendship.

One day, while they were out exploring, they came across a dark and sinister forest. The trees were twisted and gnarled, and a thick mist hung over the ground. Starfire warned Seraphia that they should not enter, but she was curious and would not be deterred.

As they ventured deeper into the forest, they came across a terrible creature – a giant, fire-breathing dragon. The dragon was fierce and terrifying, and Seraphia and Starfire were no match for its might. But Starfire, with his celestial powers, was able to communicate with the dragon and learned that it was not truly evil, but had been cursed by a wicked sorcerer.

With Starfire’s help, Seraphia was able to break the curse and free the dragon from its torment. In gratitude, the dragon bestowed upon Seraphia a magical ring that would protect her from harm and give her the power to speak with animals.

With the ring on her finger, Seraphia and Starfire journeyed home, their hearts filled with hope and wonder. From that day forward, Seraphia was no longer seen as different, but as a brave and kind-hearted hero. And Starfire, her celestial dragon, was her constant companion and protector.

Together, Seraphia and Starfire lived many more adventures, and their story was told throughout the land for generations to come.

After I edited and reposted the story to the Chat AI:

Seraphia’s story will be a tale of courage, determination and the power of friendship, where a young girl with autism and her celestial dragon companion, overcame the prejudices and misconceptions of others, to prove that true strength comes from within. It will be a reminder that we should not judge or label others based on their differences, but rather embrace them as unique and special individuals. And as Seraphia’s legend spreads, more and more people will come to understand that being different is not a weakness, but a strength, and that everyone has the potential to be a hero in their own way.

I then responded.:

Many autistic people believe that autism is not a disability.

And this was the AI’s response.

Yes, many individuals on the autism spectrum and their families believe that autism is not a disability, but rather a different way of thinking and perceiving the world. They may view autism as a unique set of strengths and abilities, rather than solely focusing on the challenges it may present. This perspective is often referred to as the neurodiversity paradigm. It emphasizes the idea that neurological differences such as autism should be accepted and respected, just like cultural and linguistic diversity.

The neurodiversity movement is about accepting and valuing people with autism for who they are, and recognizing that the qualities associated with autism can be valuable contributions to society. This includes an inclination towards attention to detail, an aptitude for pattern recognition, and a heightened ability to focus on a task for extended periods of time.

It’s important to note that autism is a spectrum disorder and the level of support needed varies from person to person. Some may need more support than others, but the goal is for all individuals to be accepted and included in their communities, with the accommodations they need to thrive.

Forest Exploration and Stewardship

gott_curriculm_2016 Click to download the curriculum PDF or see below

Amberosity Gott
Forests as Classrooms
Forest Exploration and Stewardship
Target Audience:
My target audience are students ages 4-7. This age group is in the pre-operational stage.
They are still very egocentric. Children at this age are very hands-on and need to try things out
for themselves in order to learn. They may have a short attention span if activities are not handson
or active play. Symbolic play, roleplaying or pretend play is important and generally well
received at this age. Children at the mid to later ages in this range are starting to perceive some
different between real and pretend. They may be able to make basic connections between what
they are pretending and how it relates to the real world.
I have taken the above information and my own knowledge of how my two boys (ages 4
and 2.5 years old) interact and learn to craft this lesson plan. I focused on the activities being
driven by student observations and guided by some basic questions from the teachers. I also
focused on ways to spark their interest and have them create personal connections to larger ideas
such as environmental stewardship and forest products. In my experience, children at these ages
greatly enjoy being able to share and teach the adults around them. Thus, discussions of the
lesson material that incorporates their observations will help engage students and keep them
interested. Students at this age also like to be able to pretend, explore and stay active. Activities
that promote imagination, movement and supervised exploration are ideal. This curriculum also
focuses on a lot of art-based play where students are in charge of drawing based on observations.
Applicable Learning Theories
This curriculum is designed to meet early childhood learning standards while still allowing students the flexibility to explore individual interests. It follows several of Humanism’s principles in that it allows students to explore what interests them under the facilitation of a teacher. The ongoing journal project is an example of this. Students are free to journal about what interests them in the context of the forest subject but are also guided by broad questions from the teacher. Another example of flexibility for student’s interests in this curriculum is the Environmental Stewardship 101 activity which serves as a jumping board for students to explore environmental stewardship topics that interest them. Students are challenged to choose an environmental stewardship activity that engages and inspires them and then to educate others about that activity.
This curriculum also uses principles from Constructivism. Throughout these activities students are asked to actively take their observation and new knowledge and make connections with what they already know. In several activities students are asked to connect what they are learning to their daily lives. For example, students are asked to brainstorm what forest products they already use and then bring in a forest product from home. This provides a pathway of understanding of why we need to protect forests and the important role they play in our lives using what students already know. Students are also encouraged throughout their journaling to improve, revise question and make new conclusions based on what they are learning and already know.
Learning Objectives
Creative Arts:
* (Knowledge Level) identify shapes, textures, and colors in forest objects and their own art
* (Comprehension Level) describe primarily through sketches or drawings 1-2 species they see in the forest
* (Application Level) experiment with colors, shapes, and materials to more accurately render their drawings of forest species
* (Application Level) produce sketches and drawings of forest species using a variety of art materials and accurate coloration/shape
* (Analysis Level) examine available materials on forest species and use those materials to inform their own drawings
Science:
* (Knowledge Level) describe the physical properties of forests, plants, and animals
* (Knowledge Level) describe what type of home these animals live in.
* (Knowledge Level) describe 1 rudimentary forest relationship
* (Knowledge Level) list 3 animal species that make their homes in the forest
* (Knowledge Level) identify an animal is a bird, mammal, reptile or amphibian
* (Comprehension Level) discuss why we need to protect forest habitat
* (Comprehension Level) identify 3 animal species that live in the forest from video, pictures or personal sightings
* (Comprehension Level) discuss changes that occur in the forest environment
* (Comprehension Level) explain what animals need to make a home in the forest; food, water, cover, and materials
* (Comprehension Level) describe through discussion, writing, or drawing 2-3 characteristics of a chosen species from the forest
* (Application Level) demonstrate the ability to independently observe, collect, describe and record information about forest habitat
* (Analysis Level) categorize items from the forest by color, species, shape, or other physical characteristics
* (Analysis Level) compare aspects of their lives to the lives of animals in the forest
Social Studies:
* (Knowledge Level) identify forest products outside the forest setting
* (Comprehension Level) describe 1 behavior they can do to help protect the environment
* (Comprehension Level) identify 1 career or job that is important to forest health
* (Application Level) apply knowledge of environmental practices and responsible behaviors to some aspect of their own lives
* (Analysis Level) explain how their actions contribute to forest and local ecosystem health
* (Synthesis Level) create an accurate map of a forest landscape using class observations
Learning Experiences and Instruction
Lesson One:
Stage One:
Established Goals:
Creative Arts:
– Uses different art media and materials
– Identifies shapes, textures, and colors
Science:
– Knows that plants and animals need food, sun, air and water to survive (State of Maine Early Childhood Learning Guidelines)
– Observes and discusses changes that occur in their world [e.g., plant growth, colors of foliage, stages of living things (caterpillar/butterfly), night and day, seasons, weather, a new building in the community] (State of Maine Early Childhood Learning Guidelines)
– Demonstrates curiosity about the natural environment (State of Maine Early Childhood Learning Guidelines)
– Asks questions and proposes ways to answer them (State of Maine Early Childhood Learning Guidelines)
– Shows interest in and discovers relationships and patterns (State of Maine Early Childhood Learning Guidelines)
– Observes and describes the physical properties of objects (State of Maine Early Childhood Learning Guidelines)
– Sorts living things by characteristics such as movement, environment or body covering (e.g., hair, feathers, scales) (State of Maine Early Childhood Learning Guidelines)
– Develops growing abilities to collect, describe, and record information through a variety of means including observation, discussion, drawings, maps, and charts (State of Maine Early Childhood Learning Guidelines)
– Makes generalizations or conclusions based on experiences (State of Maine Early Childhood Learning Guidelines)
Understandings (from Bloom’s Taxonomy):
* (Knowledge Level) describe the physical properties of forests, plants, and animals
* (Knowledge Level) describe what type of home these animals live in.
* (Knowledge Level) list 3 animal species that make their homes in the forest
* (Knowledge Level) identify an animal is a bird, mammal, reptile or amphibian
* (Knowledge Level) describe 1 rudimentary forest relationship
* (Knowledge Level) identify shapes, textures, and colors in forest objects and their own art
* (Comprehension Level) describe primarily through sketches or drawings 1-2 species they see in the forest
* (Comprehension Level) identify 3 animal species that live in the forest from video, pictures or personal sightings
* (Comprehension Level) discuss changes that occur in the forest environment
* (Comprehension Level) explain what animals need to make a home in the forest; food, water, cover, and materials
* (Comprehension Level) describe through discussion, writing, or drawing 2-3 characteristics of a chosen species from the forest.
* (Application Level) demonstrate the ability to independently observe, collect, describe and record information about forest habitat
* (Application Level) experiment with colors, shapes, and materials to more accurately render their drawings of forest species
* (Application Level) produce sketches and drawings of forest species using a variety of art materials and accurate coloration/shape
* (Analysis Level) categorize items from the forest by color, species, shape, or other physical characteristics
* (Analysis Level) examine available materials on forest species and use those materials to inform their own drawings
* (Analysis Level) compare aspects of their lives to the lives of animals in the forest
Students will know…
 2-3 species that live in Maine forests and how to identify these species.
 Animals use resources from forests to make their homes.
 Animals have specific adaptations that allow them to live in different habitats.
 Animals have different characteristics that place them into the categories of mammal, bird, reptile and amphibian
Essential Questions:
 What types of animals live in a forest?
 What do animals need to live in a forest?
 What characteristics do animals that live in forests have? How do these characteristics help them survive in forests?
 What does a forest habitat look like? Where do animals live in this habitat?
Students will be able to…
 Make observations and sort objects into categories using physical characteristics
 Identify that an animal is a bird, mammal, reptile or amphibian based on clear characteristics
 Create drawings in the field that they can use to later identify the type of animal or plant seen
 Identify 2-3 forest plant or animal species based on physical characteristics; at least one of these should be a plant species
Stage 2: Assessment Evidence
Performance Tasks:
– Students in the classroom or in the forest setting will be asked to list and/or identify species that are native to the Maine forest. This may take the form of on-site identification of species in the forest setting. This could also be incorporated in the classroom or forest through a scavenger hunt game where they must find and identify pictures in cases of lack of access to forest areas or bad weather.
– Students will create a journal of their experiences in the forest or discuss their experiences with a focus on; questions they have, answers to those questions based on their observations, observations of the physical properties of projects, observations of changes in the forest, drawings, and maps.
– Students will describe 1 rudimentary forest relationship in some detail (e.g. the chipmunk makes his home in the pine tree and gather pinecones from it for food) either in a class discussion or in their journal
Other Evidence:
– Students are able to make personal connections and observations about the forest
– Contributions to class discussions about animal species, habitat and forest ecosystems/communities
– Students are able to compare forest objects and species using their physical characteristics
Stage 3: Learning Plan
Field Trip: Forest Exploration for Journaling and Observations
** This activity allows teachers and students to establish a forest journal which they are strongly encouraged to continue throughout the curriculum.
 Students should understand basic forest safety rules such as staying with the group, not disturbing plants or wildlife, not approaching or feeding wildlife, and leave no trace principles.
 Students should have some introductory knowledge of forest animals, characteristics and adaptations before taking the field trip.
 Teachers should choose a list of species for students to focus on before the field trip. Students should also be encouraged to identify or study any other species of animals or plants they wish beyond this list.
Species suggestions:
 Eastern gray squirrel (Sciurus carolinensis)
 Eastern chipmunk (Tamias striatus)
 White-tailed deer (Odocoileus virginianus)
 Black bear (Ursus americanus)
 Northern raccoon (Procyon lotor)
 Red fox (Vulpes vulpes)
 Snowshoe hare (Lepus americanus)
 American deer mouse (Peromyscus maniculatus)
 Yellow bellied sapsucker (Sphyrapicus varius)
 Downy woodpecker (Picoides pubescens)
 Hairy woodpecker (Picoides villosus)
 Blue jay (Cyanocitta cristata)
 Black-capped chickadee (Poecile atricapillus)
 American crow (Corvus brachyrhynchos)
Materials and Preparation:
 Teachers will need to identify a local forest setting suitable for children to walk through. The setting should be a good representation of a Maine forest with areas suitable for children to spend time journaling. The forest should also ideally have prominent signs of animal inhabitants.
 Journaling materials (Notebook with white or lined paper, pencils, crayons, markers etc.)
 Laminated photos of animal species (in case they are not sighted)
 Appropiate outdoor wear for each child (jackets, sneakers)
 Field guides
Activity:
 Once at the site have children pair into groups of 2-3.
 Have students explore the site within preset boundaries with their groups
o Students should be looking for animals or signs of animals
o Questions to answer:
 What do animals need to survive in the forest?
 What signs do animals leave behind?
 Where would you live if you were a forest animal?
 What does a forest habitat look like? Where do animals live in this habitat?
 Have students regroup and share their observations. Discuss answers to the questions above.
 Lead a class exploration of the site. Use combination of laminated photos, signs of animals (scat, food remains, tracks, holes or burrows) and student observations to discuss each animal species, their homes and adaptations.
o Questions to answer:
 What types of adaptations does this animal need to live in this type of home? (e.g. The chipmunk has pouch cheeks to carry food to its home, the woodpeckers beak is long and pointed so it can grab bugs from the holes it pecks in trees)
 What signs does this animal leave behind?
 Ideally while still at the site assign each student an area to sit within the forest and give students 10-30 minutes (depending on age and time available) to journal their observations. Journals can include written or drawn observations, poems, drawing of species or signs of species they saw etc.…
o Assist students with writing the date, time, and weather somewhere in their journal entry
o If time is not available at the site have students complete their journals as soon as possible within the classroom.
o For very young students it may be best to have them sit as a group within the forest to journal.
Prompts for Journaling After the Field Trip and in the Classroom:
 Describe or draw a local species and their home
 Describe where and how you would live if you were a forest animal
 Provide forest objects for students to sketch in detail
 Write down questions for later exploration/study
 What is changing or has changed in the forest?
 Describe a forest relationship (e.g. the chipmunks live in the pine tree and eat the cones)
Activity: Sort and Match
 Students should have a basic knowledge of shapes and colors
 This activity can be used as an introduction to species, difference between species and observations. It can also be used after students have a working knowledge of forest species to assess their knowledge and observational abilities.
Materials and Preparation:
 Forest materials to sort and match; leaves or varying colors and species, sticks, rocks, bark etc.… Materials can be gathered by the teacher or by the students during the field trip. Be sure that gathering of materials is done in accordance with local laws, done sustainably and that they will not decompose before the activity is done (e.g. no live plants, insects etc.…)
 If students have background knowledge of some plant species this is helpful but not necessary to the activity.
 Each student or groups of students should have a clear table to sort items
 Students should also have a way to label and identify their created categories. This could be labels or bins to contain items.
 Fields guides and/or pictures of local species to aid students in sorting
 Camera to take photos if activity gets cut short or you want to have a visual reference for students later on
 Teachers can choose how difficult or easy to make the sorting based on their class (e.g. a teacher may only distribute red, yellow and green leaves to a pre-school class, while a 1st grade class may have several types of sticks that match to the species of tree leaf)
Activity:
 As a class have students make observations about the items.
o Questions to answer:
 What color is it?
 What shapes do you see?
 Do you recognize what species this is from?
 Is it hard? Soft? Rough? Smooth?
 Distribute the objects to individual students or groups. If using groups, it is advised they do not exceed 3 students.
 Give the class 10-15 minutes to sort the objects into categories. If needed assist students in labeling their categories. Allow students to use field guides and other identification materials if they like.
 Have students or groups explain to the class their categories and what characteristics they used to sort.
 If time allows, have students brainstorm other ways they could sort their objects
RESOURCES:
TV Show:‘Curious George’ “Curious George and the Dam Builders” Season 1 Ep. 15
TV Show:‘Curious George’ “Curious George and the Dam Builders” Season 1 Ep. 15
Book: ‘The Sibley Guide to Birds’ – David Allen Sibley
Book: ‘Forest Trees of Maine’ – Maine Forest Service (Available for free online in PDF format from; http://maine.gov/dacf/mfs/publications/handbooks_guides/forest_trees/index.html )
Book: ‘Peterson Field Guide to Mammals of North America’ – Fiona Reid
Lesson Two:
Stage One:
Established Goals:
Creative Arts:
 Uses different art media and materials
 Identifies shapes, textures, and colors
Science:
 Expands knowledge of and respect for their environment (State of Maine Early Childhood Learning Guidelines)
 Develops growing abilities to collect, describe, and record information through a variety of means including observation, discussion, drawings, maps, and charts (State of Maine Early Childhood Learning Guidelines)
 Demonstrates curiosity about the natural environment (State of Maine Early Childhood Learning Guidelines)
 Observes and describes the physical properties of objects (State of Maine Early Childhood Learning Guidelines)
Social Studies
 Understands and discusses why certain responsibilities are important (e.g., cleaning up, caring for pets) (State of Maine Early Childhood Learning Guidelines)
 Notices and expresses interest in different careers and workers’ roles (State of Maine Early Childhood Learning Guidelines)
 Demonstrates interest in simple maps and other visuals to describe geographic location, direction, distance, size, and shape (State of Maine Early Childhood Learning Guidelines)
 Demonstrates awareness of the need to protect the natural environment (State of Maine Early Childhood Learning Guidelines)
 Knows and discusses where some products come from (State of Maine Early Childhood Learning Guidelines)
Understandings (from Bloom’s Taxonomy):
* (Knowledge Level) identify forest products outside the forest setting
* (Comprehension Level) describe 1 behavior they can do to help protect the environment
* (Comprehension Level) identify 1 career or job that is important to forest health
* (Comprehension Level) discuss why we need to protect forest habitat
* (Application Level) apply knowledge of environmental practices and responsible behaviors to some aspect of their own lives
* (Application Level) demonstrate the ability to independently observe, collect, describe and record information about forest habitat
* (Analysis Level) explain how their actions contribute to forest and local ecosystem health
* (Synthesis Level) create a map using a variety of art materials and class observations
Students will know…
 How to make basic maps using their observations of a landscape
 How these jobs contribute to forest health
 2-3 products that come from the forest
 How their actions impact the environment in the areas of recycling, energy usage, water usage and stewardship
Essential Questions:
 What jobs do people have taking care of or managing forests?
 How do these jobs help keep the forest healthy?
 How can maps help us study forests?
 What do we use that comes from the forest?
Students will be able to…
 Identify 2-3 forest products and discuss how they are obtained or used
 Help design simple maps based on places they have explored or are exploring and are able to use these maps with adult assistance to navigate
 Identify 1 career or job that is important to forest health (park ranger, firefighter, biologist, logger etc.…)
 Identify forest products outside the forest setting (e.g. The Christmas tree in my home comes from the forest)
 Describe 1 behavior they can do to help protect the environment and shows follow-through in doing this behavior (e.g. turning off the light if no one is in the room)
Stage 2: Assessment Evidence
Performance Tasks:
– Students will choose an environmentally conscientious behavior to implement in their daily lives. They will create a visual explanation of that activity and explain it to the
class/their parents. E.G. turning off the lights when they leave the room, turning off the water when they are brushing their teeth, taking showers instead of baths, recycling their homework etc.…
– Students will create a journal of their experiences in the forest or discuss their experiences with a focus on; questions they have, answers to those questions based on their observations, observations of how the forest is affect by humans, questions/observations about forest careers, drawings, and maps.
– Students will work together to design and create a map of a local forest area they visit. This could be located and include an urban area. Students will further use this map to discuss human impacts on forests. (e.g. There is a river next to the road where we saw a lot of trash, that could hurt animals that live there).
Other Evidence:
– Students are able to make personal connections and observations about the forest
– Contributions to class discussions about forest health, forest careers, and environmental stewardship
– Students are able to make connections between items in their home, classroom, town and where they came from in the forest (e.g. I have a wooden train track at home. The wood comes from trees in the forest)
Stage 3: Learning Plan
Activity: Mapping our Forest
** This activity should take place after “Forest Exploration for Journaling and Observations” or ideally a separate field trip should be made to the forest setting.
 Students should have sketches, notes, and observations about their forest setting that will aid them in creating a map
 Students should complete this activity as soon as possible after the field trip to allow for accuracy and/or should make multiple trips to the area to improve and revise their map
 For younger grades (Pre-k and Kindergarten) you can have them assist in designing a basic map or have them draw their own maps and then lead an expedition using their maps on the forest site.
Materials and Preparation:
 Students forest journals from “Forest Exploration for Journaling and Observations”
 Field Guides
 Large piece of paper (May be ideal to mount this on cardboard to allow for mobility and for it to be positioned where everyone in the class can see)
 Art materials for creating the map (crayons, pens, markers, scissors, erasers, paint etc.…)
Activity:
 Have students use their on-site observations to draw rough sketches of a map of the forest area in their journals
 Identify a landmark that students are familiar with and start drawing the map there. It is best to draw a class rough draft on a whiteboard so that edits can easily be made. Have students assist in identifying other landmarks and placing them in the correct areas.
 Once a class rough draft is complete assign each student a landmark or area to work on. (e.g. One student gets the school, another gets a large oak tree with bird nest, another gets the vernal pool). Students should design a drawing or marker that represents their assigned landmark for the map.
 Have students help place their landmarks on the larger map following the draft created earlier.
 If time allows you can have students revise their map after visits to the site, or have them go on an expedition using their map to find a marker you place.
Activity: Humans and Forests: Jobs
 Students should have some basic knowledge of the forest and visited their forest site at least once before this activity.
 Students should be introduced to the idea of forest products before this activity
 Journals are again a useful tool for this activity as students can keep track of ideas, questions or observations about forest careers
 Teachers will need to find and contact those who work in the local forests; Ideally you will be able to set up a classroom or site visit with 2-3 that represent different forest careers.
o Park rangers (National or State)
o Game Wardens
o Biologists
o Firefighters
o Search and Rescue
o Loggers
o Trail crews
o Urban park or forest managers
o Other forest product harvesters (mushrooms, balsam fir tips, flowers, herbs etc.)
Materials and Preparation:
 Dates and times set up with 2-3 speakers with time for students to ask questions
 Supplementary materials for those careers you are unable to get a speaker to represent but still are of interest; videos, pictures, books, props etc.…
 Students forest journals from “Forest Exploration for Journaling and Observations”
 Materials for journaling (pens, markers, crayons etc.…)
Activity:
 Before students meet the speakers have them discuss as a class and/or brainstorm in their journals different forest related jobs.
 Brainstorm as a class forest products and how they relate to student’s daily lives
 Have students bring in one forest product from their home and share where it comes from and what humans use it for
 Have students listen to/visit speakers and encourage questions related to their careers.
 After students listen to each speaker give them time to journal
o What did you find interesting about this job?
o How does this person help the forest? How do they help us?
o What forests products does this person protect or harvest?
 If necessary, introduce supplementary materials on other forest careers to students
 OPTIONAL FOR OLDER STUDENTS: Have students choose one forest career and one forest product that are related. Ask them to spend 30 minutes designing an 8”x11” poster that shows the relationship between this job and the forest product. (e.g. a student may show a trail crew building a trail and then happy hikers hiking it)
Activity: Environmental Stewardship 101
 Students should have some basic knowledge of the forest and visited their forest site at least once before this activity.
 Students should be introduced to the idea of forest products before this activity
 Journals are again a useful tool for this activity as students can keep track of ideas, questions or observations.
 Check with administration about making conservation signs for other parts of the school
 This activity can prequel students independent research into aspect of environmental stewardship
Materials and Preparation:
 Some materials from the resources listed below for students to explore
 A 30-minute TV Show that explains environmental stewardship in an age-appropriate way
 Various cleaned items that can be recycled (tin cans, plastic bags, bottles, cardboard, paper). Best to avoid anything that can decompose but composting can be discussed in addition to this lesson.
 Paper and art materials
 Whiteboard for brainstorming student ideas for energy/water conservation, recycling and other environmentally friendly activities
 Teachers may choose to show a single show or may break up the topics into separate days each with their own relevant video
Activity:
 To introduce this lesson, a kid-friendly video on environmental stewardship should be shown. Some options are listed in resources.
 After the video lead a class discussion
o What do we mean by “recycling”?
o What happens when something is recycled?
o Why do we want to conserve water/energy?
o How does conserving resources help the forest?
 Introduce and explain the slogan “Reduce, Reuse, Recycle” (See the book resource “I Can Save the Earth!: One Little Monster Learns to Reduce, Reuse, and Recycle”)
 Have students brainstorm simple things they can do to help the environment by reducing, reusing or recycling
 Have each student pick an activity they would like to commit to doing for a week or choose an activity as a class to do together
 Have each student draw a poster or sign that they can use at home to help them remember their chosen activity
 Check in with students and remind them to follow through with their activity
 If possible, have students help make signs for the school to promote one conservation activity (e.g. “Last One Out, Lights Out” signs for classrooms etc…)
RESOURCES:
TV Show: ‘The Magic School Bus’ – “Wet All Over” Season 2 Episode 206
TV Show: ‘The Magic School Bus’ – “Family Holiday Special” Season 3 Episode 313
TV Show: ‘Sid the Science Kid’ – “Where Did the Water Go?” Season 2 Episode 51
TV Show: ‘Sid the Science Kid’ – “Clean Air!” Season 2 Episode 52
TV Show: ‘Sid the Science Kid’ – “Reused Robot” Season 2 Episode 53
TV Show: ‘Sid the Science Kid’ – “Save the Stump” Season 2 Episode 54
TV Show: ‘Sid the Science Kid’ – “Let There Be Light” Season 2 Episode 55
TV Show: ‘Curious George’ “Curious George Takes a Hike” Season 2 Ep. 10
TV Show: ‘Curious George’ “Everything Old Is New Again” Season 3 Ep. 7
TV Show: ‘Curious George’ “Follow That Boat” Season 5 Ep. 9
TV Show: ‘Curious George’ “Maple Monkey Madness” Season 6 Ep. 7
TV Show: ‘Curious George’ “Junky Monkey” Season 6 Ep. 10
Book: ‘The Adventures of a Plastic Bottle: A Story About Recycling (Little Green Books)’ – Alison Inches
Book: ‘The Adventures of an Aluminum Can: A Story About Recycling (Little Green Books)’ – Alison Inches
Book: ‘I Can Save the Earth!: One Little Monster Learns to Reduce, Reuse, and Recycle (Little Green Books)’ – Alison Inches
Graphic Organizer
Establishing a Forest Site and Journal
Lesson One
 Field Trip: Forest Exploration for Journaling and Observations
Exploring Forest and Species
 Optional Secondary Field Trip
Lesson One
 Sort and Match
Lesson Two
 Mapping Our Forest
 Continue Journal
Beyond the Forests
Lesson Two
 Humans and Forests: Jobs
 Environmental Stewardship 101
 Continue Journal
Continued Explorations and Study
Based on student interests and time, study based on student’s interests could continue beyond these lessons

Creation of a picture book lesson plan with; PDF format, power point, spreadsheet, and word document resources, as well as three video resources.

The above video gives an overview for teachers and parents

This is the story book read by the author for younger children

This is just the pages to be paused and read individually

Gods little story book about art creation teachers edition in PowerPoint 

You may adapt the PowerPoint for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

final project creation picture book lesson plan word document Salie Davis

You may adapt the document for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

gods little story book about art creation student edition in PDF

You may adapt the PDF for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Gods little story book about art creation student edition in PowerPoint

You may adapt the PowerPoint for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Gods little story book about art creation teachers edition in PDFfinal-project-creation-picture-book-lesson-plan-salie-davis

You may adapt the PDF for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

grading sheet for the picture book in spreadsheet format

You may adapt the grading sheet for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Instructions for the performance play- A STORY OF IDOL WORSHIP AND MURDER

Instructions for the performance play-

A STORY OF IDOL WORSHIP AND MURDER

A PERFORMANCE PALINDROME

BY Salie Davis

Bold face typecharacters, underlined words are part of the Palindrome, *and are the only words that are heard onstage.*

The names of the characters are spoken by the narrator (the character of Jesus Christ) to draw attention to the actions of the characters or before the specific character speaks. Words sometimes represent actions that are part of the palindrome and are also spoken by the narrator. The only words heard on stage are those that are specific to the palindrome. The story is given detail in actions, in select props, in symbolic wardrobe and in lighting that are all dramatized for effect. The only props needed are pews, pedestals, a cross, a bottle of rum and lager, a small cave and a single chair along with different colored robes, different colored body suits, different colored scarves, which represent various sins (the giving out of such can be simplified according to artistic interpretation), a spotted scarf or one with Velcro attached spots, an identifier for Time, such as a clock or staff and a really big fancy woman’s hat. This play would benefit from music. A musical palindrome would enrich it even more so.

Suggested set up for a one act play-

Initially the stage is dark. (Right and left references are facing the stage.) Pews are at the left of the stage in the mid area of the left side. These hold the Dias family and other church members. These people wear grey robes. Under their grey robes are white body suits or robes. God, dressed in a white robe, is positioned at the left of the stage in the rear area of the left side, on the highest pedestal. God is always represented with a capital “G” just as other characters who try to be idol gods are represented with a lower case “g”.

The Narrator (Jesus Christ) is at the left front, off stage at a podium or on the stage at the left front on a pedestal equal to God. Jesus is also referred to in the play as the Red Rose of Sharon. A cross is set behind him. Jesus is dressed in a white robe. His robe may be trimmed in red at the base and sleeves. A crown of thorns may also be used at this same point in the play in which the crucifixion is represented.

At the center rear of the stage is a set of three low pedestals. The center pedestal of these three is slightly elevated from the ones on either side. This center pedestal is where Star stands. She wears a gold robe.

At the right rear of the stage is another high pedestal, lower than that of God, in which Satan stands. He wears a black robe. The Rats and various Demons are gathered in front of Satan.

The Rats all wear black robes and carry black scarves. The Rats represent the occult members. The Demons all wear body suits. One Dragon wears a red suit with green scarves and represents unrighteous anger and ill temper. Devil wears a green suit with orange scarves and represents confusion and madness. Emos wears a purple suit and blue scarves and represents depression, sadness and being alone. Royal wears a gold suit and purple scarves, representing false rulers, and self appointed power. Eros wears a pink suit with red scarves representing physical desire or empty longing for passion such as the love for drink or other addictions. Tenet wears an orange body suit and silver scarves representing beliefs in a religion that believes in the organization rather than the truth. Dogma wears a silver suit and gold scarves representing authoritative and judgmental doctrine. Id wears a blue suit with pink scarves to represent the instinctual and unconscious nature of sin.

In this same area, out of sight or off to the side, is a chair holding Asa. He wears a nude colored body suit and a big fancy ladies hat. The small cave, big enough to fit one crouched person is also somewhere on stage out of sight with the spotted scarf inside or Velcro spots on a scarf.

The character of “Times Eye” represents time. The character should signify Father Time in appearance, with a white robe or, Time, in a white robe wearing or carrying a clock. A spotlight appears to the right of the stage to draw attention Times Eye as the character walks slowly from the right side of the stage to exit the left side of the stage as the character speaks. At the same time a spot lights appear on Jesus and God. From this point the spot lights are ever present on God and Jesus except for one important moment during the play. A red light may illuminate Satan in the same way. This is an artistic representation of their constant and unwavering presence.

Times Eye“Revoke, ‘tis I, time’s eye.  Finish sin if eyes emit… six a.m.  … Max is noon… 01, 02, 2010… 12, 02, 2021?”

This statement represents an expression concerning the end of time and the end of sin. Note that the dates can be changed to reflect current times, 11, 02, 2011, … 02, 02, 2020 etc., while maintaining the palindrome, as time progresses beyond these dates. This action keeps with the artistic intent that no one knows when time will end while highlighting the possibility it could be soon.

The Demons and Rats begin moving from the right of the stage to the left of the stage, towards the pews following Time. The Rats slink. The Demons walk, skip, jump and dance. A spotlight falls upon Star as Tenet places a silver scarf on Star. The artistic intent is to symbolize false worship. Tenet pulls Eva from the pews.  Id places a pink scarf on her. Royal gives Star a purple scarf. This signifies the idolization of royalty. When scarves are given they are initially seen as beautiful but as they mount in numbers they become a burden to the wearer. Tenet puts Eva on a pedestal next to Star. Tenet places a silver scarf on Eva. The Rats worship Eva and Star. Royal places a purple scarf on Eva. The Rats give Eva and Star black Scarves. The black scarves symbolize the occult.

Jesus ChristReviled, Eva’s dog swept pews!”

Eva, Rats, Star and Demons react at this statement and a spot lights sweeps through the pews. The Rats and Demons whisper to those in the pews. The artistic intent is that this statement and actions symbolize temptation. Id gives all the Rats a pink scarf.

Jesus ChristGod!”

Jesus makes a hand gesture towards God as if announcing God’s presence. God continues to be ever observant. Every one in pews, Rats, Demons, Star and Eva react.

Jesus ChristDias”

Jesus makes a hand gesture towards the pews. Lighting increases so that the left side of the stage is fully viewable.

Dias family- “Ah!!”

All characters that are members of the Dias Family speak this in awe and fear.

Jesus Christ– “Satan said”

A spotlight shows Satan at the right of the stage. Ideally a light might illuminate each person as their name is spoken or/and as they speak as characters.

Satan- “Star-Di, Asa, Dennis, Natasha, Ron, Maori, Ida, Ed, Hannah,

One Dragon, Eva, Sharon, Naomi, Isa, Emos, Deborah, Royal, Rats, Eros,

Tenet, Dogma, Id, Nacina, Paris, Devil …Sinned.”

As Satan speaks lighting increases to show the full stage, he points to all the characters, accusingly. Each character reacts to its name as they might in the time of judgment.

Jesus ChristTenet”

Tenet gives all the Rats silver scarves then is walking around the pews whispering in the ears of the people. The artistic intent is the temptation to sin under religious doctrine.

Tenet“God…Too far away…Murmur, murmur…”

Tenet draws attention to the center stage with Star on a pedestal as he whispers. Tenet is tempting people with religious doctrine that is not based on truth.

Jesus Christ“Rats”

The Rats (five in total) are walking around the pews whispering in the ears of the people, tempting them with false rewards for joining the occult.

Rat One“‘Y no mere clay or wonder… Murmur murmur…”

The artistic intent of this statement is the idolization of the self. Royal gives Rat One a purple scarf.  Rat One pulls Ron, Eva’s boyfriend, from the pews. Id puts a pink scarf on him. Rat One places a black scarf on Ron to symbolize his acceptance of the occult and puts him on the other pedestal next to Star. Tenet places a silver scarf on Ron. All the Rats worship Ron, Eva and Star. Royal places a purple scarf on Ron. Eros gives Rat Two a bottle of Rum, and places a red scarf on Rat Two. This symbolizes the empty longing for passion and temptation to fill this with drink. Since Rats are also people, they can receive scarves as well. Eros is whispering to Rat One. Rat Two pulls Dennis Dias from the pews and gives him the bottle of rum and a black scarf. Id places a pink scarf on him. Dennis proceeds to drink. Eros drapes a red scarf on Dennis.

Rat Two-“Yes! Orders red rum, redder Eh?”

Rat Two rejoices at the drunkenness of Dennis Dias. Dennis Dias pulls Natasha Dias (his daughter) from the pews and gives her the rum. Id places a pink scarf on her. A Rat gives Natasha a black scarf. She drinks and also becomes drunk. She gives the rum back to Dennis. Eros drapes a red scarf on Natasha. They both begin worshipping Star (AKA  Dog Star, Di, Star-Di, Dog, and Doggie), The various names of Star symbolizes the many possibilities for people to find idols, in great objects in the sky, royalty, or leaders, famous people, animals, or trendy concepts and ideas etc. Ron and Eva are also being worshiped. Ron and Eva participate in the drink and are given red scarves from Eros.

Rat Two“ ‘Twas I!”

Rat Two rejoices in the accomplishments.

Rat Three“ Dog!…”

Rat Three points at and accuses Star. Dogma gives Rat Three a Gold scarf symbolizing false judgment and blame.

Rat Four“Tonsured rum pots!”

Rat Four accuses Dennis, Natasha, Ron and Eva. Dogma gives Rat Four a Gold scarf.

Jesus ChristSaid”

Rat Five addresses every one including the audience pointing as Dogma places a Gold scarf on him.

Rat Five- “Murder… Red Rose of Sharon!”….

At this statement the cross behind Jesus lights up. Jesus puts his arms out as if hanging on the cross and bows his head. All lights go out so that the stage and audience is in complete darkness for three seconds. The artistic intent is the three days Jesus spent in Darkness. If this is not desirable by the production then the red light on Satan may remain as Satan rejoices in victory. After three seconds the lights resume as before. The Rats point at God, questioning his allowance of the crucifixion of Jesus. Devil places orange scarves on them.

Rats- “He murders red rose… Y?”

Jesus ChristDennis said”

As Dennis is speaking Natasha gets on her knees in front of Star. Dennis points out her guilt in worshipping Star.

Dennis“sinned?  Did I? Now I won top spot.  Ah… Natasha Dias sees dog star…put it up…”

Dogma places a gold scarf on Dennis symbolizing unrighteous judgment.

Jesus ChristSinned”

Dennis“…as a god. Fool… A! Wow…, ‘Ave, ‘Ave some red rum too.

Fall apart, Natasha.”

Dennis gives Natasha the bottle of rum again. Tenet speaks and all the Rats and Demons jump and dance.

Jesus Christ“Tenet”

Tenet- “Lives evil!”…

A Rat gives Dennis a bottle of lager. He drinks it then gives the lager to Natasha with his next line.

Jesus Christ“Dennis”

Dennis- “‘Ave some lager?”

Natasha, suddenly feels repulsed at being drunk, throws the drinks down and turns to Star offering to bring her sister Hannah into the occult in exchange for forgiveness. Tenet gives Natasha a silver scarf.

Jesus Christ“Natasha Dias”

Natasha Dias“Doggy! Dash sin if I deliver Hannah?”

Natasha pulls Hannah from the pews and brings her to Star, AKA  Star-Di, Dog, Doggy, Di, Dog Star, who is too self absorbed to notice. Id places a pink scarf on her. Hannah is given a black scarf by a Rat and begins worshipping Star. Tenet places a silver scarf on her.

Jesus Christ“Star-Di”

Star-Di- “Did I as I? Was I? I was raw Dog, as a devil, I am god deified.”

As Star is speaking Devil puts an orange scarf on her symbolizing confusion and madness.

Jesus Christ“Dennis said”

As Dennis is speaking the Rats are pointing at Ron and Eva and whispering in both his and Natasha’s ears.

Dennis- “Ha! Ron? He lived as a rat’s god.

Wow, I Liven a mood. I roamed under it…

Revolt, AHA, Live!”

While this is being said Tenet is whispering to Dennis who then struggles with Ron and throws Ron off his pedestal. Tenet helps Dennis unto the pedestal and gives him a silver scarf. At the word “revolt” Natasha throws Eva off her pedestal, and takes her place. Royal gives Dennis and Natasha a purple scarf.

Jesus ChristHe said”

Dennis- “as a “foeman” as I live.”

Naomi and Ed, Ron’s parents, leave the pews to comfort Ron and Eva. Id places pink scarves on Naomi and Ed. A Rat leads Hannah to a stand next to her sister, Natasha’s pedestal. Royal places a purple scarf on her. Both revel in being worshipped by the Rats. As Natasha speaks to Dennis in the next line, Nacina and Ida, friends of Natasha, leave the pews and are given pink scarves by Id.

Jesus ChristNatasha said”

Natasha- “Did Nacina play or did moody Ida? So… Ida? Adios!

Hey Dad, are we not drawn onward? ”

As Natasha speaks, The Rats give Nacina and Ida black scarves and they join in the occult of worshipping those on the pedestals. Emos gives Ida a blue scarf symbolizing depression. At the word, “Adios” Ida walks away crying. Tenet gives Nacina a silver scarf. Nacina is whispering to Sharon, who is in the pews and she leaves the pews as well and is given a black scarf by a Rat and a pink scarf by Id. She stands next to her father, Dennis’s pedestal, and is given a purple scarf by Royal.

Jesus Christ“Dias said”

Dennis is talking to Satan in the following line. He is offering his three daughters to Satan, expecting something in return. He then accuses Hannah just as he had Natasha before.

Dennis–  Ah! Satan. Rats deliver goddesses, so pay. Flesh saw a sin, mad, dastard, Hannah, raw as a widened dam.”

Devil places an orange scarf on Hannah, symbolizing confusion and madness.

Jesus ChristHannah”

Hannah- “I madam, I made fool a poor Dog.”

Hannah points to herself at the word “fool” and to Star at the word “Dog”. At these statements, Hannah stops worshipping Star and walks away, weeping and distraught. Deborah, Hannah’s mother, leaves the pews to comfort her. Id places a pink scarf on Deborah. Natasha is observing her mother and sister, feeling remorse. Star has also stopped her self absorption to take notice of the events.

Jesus Christ Natasha Dias”

Natasha“I”

Natasha moans as the narrator, Jesus says the word “moan” and points at Hannah.

Jesus Christ“moan”

Natasha“ go deliver Eh? I saw thee mad!”

Natasha is mournful; crying as Emos puts a blue scarf on her. Star has become visibly upset by this point.

Jesus Christ“Dennis Dias”

Dennis is speaking to Satan about his daughters.

Dennis-Sir, appalls Dog…”

Jesus Christ-“Stops”

Dennis “stops” for a moment then, upset by Star’s upset, he again curses Hannah. One Dragon places a green scarf on Dennis.

Dennis“…sleep repel, Eros eye saw Hannah.”

Eros puts a red scarf on Hannah and she is given drink. She becomes drunk and falls at Eva’s feet.

Jesus Christ“Said Hannah”

Hannah-Eva! Can I live on?”

Eva ignores her. Paris, Hannah’s boyfriend, leaves the pews to comfort her. Id places a pink scarf on him.

Satan speaks although not announced expressing pleasure at the situation.

Satan“Hannah, O’ No…  Ah…”

Jesus Christ-“Satan”

Satan continues, encouraging evil and sin.

Satan“Live dirt up!”

Jesus Christ-“Mom said”

Deborah confronts her husband, Dennis, blaming him for their daughter’s predicaments. Dogma places a gold scarf on her.

Deborah-Ha, Robed!”

Deborah begins to cry. Emos places a blue scarf on her. Norah, Deborah’s mother, leaves the pews to comfort her. Id places a pink scarf on elderly Norah.

Jesus Christ“God”

God speaks, to Natasha and Hannah, warning them that these things are not from him. Each reacts in fear and weeping. Everyone reacts by cringing. God points to Jesus, Reminding everyone that their sins are what Jesus died for. God warns that the Demons, such as Devil and One Dragon, and those things they worship, such as the Dog Star (AKA, of many names), do not have their interests in mind. The Demons cower at his words, as does Star. God asks the people to repent and warns them of the dangers of losing eternity spent close to God (the Garden). God speaks to the elders of the church, Norah, also known as “Red Rose” symbolic of her pious and close relationship to Jesus as the “Red Rose of Sharon”, and Naomi who consider themselves pillars of the church, warning them of the danger they are also in.

God- “Live not on evil, Madam Natasha, Madam Hannah Dias!

Murder Regal Red Rose of Sharon? I name no Devil-Dog as selfless.

A Devil! One Dragon! Pupils pull up! No Garden, O!

Norah, regal red rose… Y? Naomi…?”

Jesus Christ Moan…”

God moans as Jesus states the word “Moan”, both showing great distress.

God- “ ‘Y doom?”

The Rats are whispering in the ear of Ron while pointing at DennisRon moves towards Dennis but Sharon notices him. Rats also whisper in the ear of Eva, pointing at Natasha.

Jesus Christ-“Sharon Dias”

Sharon calls to her mother, Deborah, as Ron struggles to throw Dennis off the pedestal. She pleads with the demon Devil to help her father; no one is interested in helping. Sharon becomes confused in her excitement. Devil places an orange scarf on her.

Sharon“Mom, Ei! Reverie! Live O’ Devil, never odd or even.

No, it is opposition. ‘Y a period won? Oh!

Who was it I saw, Oh Who? Ha!”

Jesus Christ-“Ron”

Dennis is thrown to the ground and Ron takes his place on the pedestal, hollering triumphantly as he replies to Sharon. Despite this, Sharon remains near the pedestal, being worshipped.

Ron“I”

During this same time Eva struggles with Natasha but does not succeed.

Jesus Christ“Eva”

Eva cries out in triumph for Ron’s success and continues to struggle with Natasha.

Eva-Revolt lover!”

Jesus Christ“Id”

The Rats are in fervor.

Id-Rats gnash teeth!”

Natasha throws Eva to the ground and the struggle stops. Natasha remains on her pedestal.

Jesus Christ-“Sang Star-Di”

Star is still in madness, upset by all the commotion, and sings her words.

Star“Do… Do Good’s deeds. Live on? Reviled did I live! God saw!

 I, deified, I was Dog. Evil I did deliver. No! Evil’s deeds do, O God! O! Did Rats gnash teeth?”

Star is visibly depressed; Emos places a blue scarf on her. She continues dramatically, after a pause…

Jesus Christ“Sang Star-Di”

Star-Revolt! Love! Rave I?”

Dennis is attempting to reclaim his position but is continually repelled by Ron. Norah, Dennis’s mother, becomes distraught and confused about what she should do as Ron is the son of her best friend Naomi. Devil places an orange scarf on her.

Jesus Christ-“Norah”

Norah“Oh who was it I saw, Oh who? Now do I repay?

No, it is opposition. Never odd or even…Live? Do evil? Ei!!, reverie!”

Deborah speaks to Norah but she is inconsolable. Emos places a blue scarf on Norah.

Jesus Christ-“Mom said”

Deborah-Norah’s moody.”

Jesus Christ-“Naomi. (moan)”

Naomi moans when the word is spoken. She asks for and is given lager as Eros places a red scarf on her. She then rejoices, lifting the lager, for her son, Ron. Dennis ends his struggle with Ron.

Naomi- Yes, order lager… Ha! Ron.”

Jesus Christ-“One Dragon”

One Dragon speaks to everyone, mocking what God has said and declaring Ron as a god, and as himself as he places a green scarf on Ron.

One Dragon“Pull up? Slip up! No Garden? O’, lived as selfless?

A god lived one man! I.”

The Rats all dance with lager and rum around Norah, tormenting her and offering her drink which she keeps refusing.

Jesus ChristNorah’s foes order lager, red rum…

Said Hannah”

Hannah makes an appeal to Norah, her grandmother, warning her, then points to and denounces Satan and Star.

Hannah- Madam, Ah!!! Satan! Madam, live not on evil. Dog!”

Jesus Christ“Deborah Dias (mom)”

Deborah points at Natasha, blaming her. Dogma places a gold scarf on Deborah. Deborah encourages Hannah to go away to a cave that is far back on the stage.

Deborah“Putrid evil, Natasha!  O’ No! Hannah, No evil in a cave…”

In the cave is “spots”, like a cloth with Velcro spots to symbolize leprosy. Hannah goes into the cave and puts on this cloth. As Jesus speaks the next lines Hannah sits at the mouth of the cave “peeling spots” Paris, Hannah’s boyfriend, leaves the pews. When Jesus states “Sllap” God makes a motion towards Hannah. Hannah is healed and drops the spotted scarf.

Jesus Christ Hannah Dias? Hannah was eye sore leper, (peels spots)

God, “SLLap!”… Paris said”

Paris points to Hannah, accusing her of sinning, deserving of leprosy. One Dragon places a green scarf on Paris. Paris denies his own responsibility or sin. Id places a pink scarf on him. Paris points to Star in blame. Dogma places a gold scarf on him.

Paris-Sinned dame… Eh? ‘Twas I? Here, vile Dog!”

Hannah rejoins the group, near Naomi and Ed. The Rats continue dancing around Norah who can not get away from them.

Jesus Christ-Naomi said”

Naomi looks at her friend, Norah, and is sad. Emos places a blue scarf on her. As she speaks, she notices Satan and is afraid. Naomi turns to her husband Ed and then to Hannah, asking if she is mad.

Naomi“Ah!!! Satan! Go droop aloof. Ed, am I mad?

Am I, Hannah? Madden…”

Jesus Christ“Ed”

Ed replies as Devil places an orange scarf on him. Ed exclaims war, symbolizing the war between good and evil.

Ed“I was… A war!”

Jesus Christ“Hannah”

Hannah also replies, still confused. Looking at Norah and Naomi.

Hannah“Drat, sad… Damn!”

Jesus Christ“Isa”

Isa, wife of Asa, leaves the pews; Id places a pink scarf on her. She accuses Star and receives a gold scarf from Dogma.

Isa“Wash self, Ya, possessed Dog, reviled Star!”

Jesus Christ“Natasha Dias said”

Natasha remains enamored with Star, speaking to and idolizing her father, Dennis, encouraging him to regain his position of power.

Natasha“…Drawn onward, to new era…Dad yeh… So…”

Jesus Christ-Ida”

Natasha’s friend Ida, echoes the same sentiments speaking to Star.

Ida- “Adios A! Di, ‘Y doom, Did Royal panic and Id?”

Jesus Christ-Dias”

Dennis, Sharon and Natasha all speak in agreement in the next line and continue in unison after Satan speaks.

Dennis, Sharon and Natasha- “Ah,”

Jesus Christ-Satan”

Satan points to Asa asleep in a chair off to the side of the stage, stating he is evil. Eros places a red scarf on Asa and Id places a pink scarf on him.

Satan-Evil is a name of Asa”

As Satan speaks, all the Rats except for one leave Norah. One Dragon places a green scarf on Norah. As the Rat One whispers in her ear, she also takes notice of Asa.

Jesus Christ-Dias”

Dennis, Sharon and Natasha-Eh?, Evil!, a hat lover, tired nude.”

Maori, a friend of Isa, is drawn from the pews by Isa, receiving a pink scarf from Id.

Jesus Christ-Maori”

Maori points to Asa while she speaks, and receives a gold scarf from Dogma. She denies her own responsibility and is wowed by the idol worship of Star. She receives a black scarf from a Rat, and a silver scarf form Tenet.

Maori-Doom an evil! I? wow, Dog Star as a Devil, eh?”

A Rat also begins whispering in the ear of Dennis, pointing to Eva who is worshipping the Star. Dogma places a gold scarf on Norah. Norah “murders” Asa by throwing a black cloth over him.

Jesus Christ- Norah Dias Sinned.  Deified Dogma”

Dogma is overjoyed and declares war between God and evil (all the Rats and Demons.)

Dogma“I lived as a god. War saw I. I saw! I said I did… Rats!”

Jesus Christ-Hannah”

Hannah continues speaking in remorse; she calls out to God, with a capital G, asking “Why”.

Hannah-Reviled, I finish sad. ‘Y “G” God?”

Jesus Christ-said”

She again denounces Satan with sarcasm.

Hannah- Ah!! Satan regal?!”

Jesus Christ-Emos”

Emos points to Eva, accusing her.

Emos-Eva… Sinned… lives Evil!”

Jesus Christ-Tenet”

Tenet is reacting to Dennis approaching Eva from behind.

Tenet-Ah…”

Devil places an orange scarf on Dennis, symbolizing madness.

Jesus Christ-Satan”

Satan is speaking to all the Demons and Rats, who react with fervor.

Satan-Trap all afoot, murder!”

Jesus Christ-Emos”

As Emos says Eva’s name, Dennis approaches Eva.

Emos-Eva!”

Jesus Christ-Eva”

Dennis “Murders” her, by throwing a black cloth over her as she is speaking and worshipping Star, in mid sentence.

Eva-Wow, Aloof Dog as a…!”

Jesus Christ-Dennis”

Dennis takes notice of God and in a revelation, feeling remorse at what he has done, declares to the Rats that God sees.

Dennis-Put it up! Rats! God sees.”

Jesus Christ-said”

Dennis cries out in fear and repentance.

Dennis-Ah!!!”

Jesus Christ-Satan”

Satan rejoices over the events.

Satan- “Ha, top spot. Now I won, I did!  Dennis Dias sinned. Yes! Orders red rum, eh!”

Jesus Christ- Norah’s foes order red rum… Dias”

All the Rats except for one begin dancing around Norah again, tormenting her with rum. Rat One is whispering in the ear of Dennis and pointing to Natasha and Sharon. Sharon and Natasha have remained in power while Dennis has not. They show fear of their father.

Jesus Christ-Dias”

Sharon and Natasha appeal to their father as he approaches them.

Sharon and Natasha-Stop, Murder us not!”

Dennis “Murders” Sharon, tossing a black cloth over her but stops short of murdering Natasha when he hears God speak.

Jesus Christ-God”

God-I saw the redder murders.”

Jesus Christ-Red Rose”

Norah cries out to God, asking why? Norah takes the rum and becomes drunk. Eros places a red scarf on her as she sings.

Norah-Y? Rum, rum, rum, rum red now.”

Jesus Christ-Royal”

Royal dances around Star then Norah, back to Star and then dances with Tenet singing.

Royal“ceremony Star! Rum, rum, rum, rum, Ya! War a foot. Dog! Tenet!”

Jesus Christ-Dennis”

Dennis falls to his knees in confusion and remorse. He denounces his attempts at being worshipped as a god. He realizes that Star is pitiful. He points to others, that they have been robbed of their happiness by him and he himself is in misery.

Dennis“Lived Sir? A panic… and I am god, tenet? Sore Star lay or…

Ha! robed some, as I… I moan.”

Jesus Christ-Norah”

Norah calls out to God to save, realizing the consequences and the Rats scatter.

Norah-Save! No Garden, O!”

Jesus Christ-Hannah”

Hannah is mournful.

Hannah-Dead, I… I roam.”

Jesus Christ-Norah”

Norah points at Satan and at herself acknowledging evil and sin, and then to the Rats and everyone else, stating “Dias” as if inviting every one to acknowledge their own sin.

Norah-Satan!…Sinned, A!”

Jesus Christ-said”

Norah- “Rats, Dias…?”

At this point some return to the pews, I.E. those that expressed repentance by words or by actions such as Dennis, Hannah, Norah, Naomi…(artistic interpretation can decide who and how many.)

Jesus Christ-Natasha said”

Natasha, still on her pedestal cries out to the Star to save her.

Natasha-Dog!”

As Jesus speaks Natasha, Star, Ron and everyone else not in the pews crumple to the ground and scurry/crawl into the darkness towards Satan. This includes the Rats, Demons and all those that have been murdered without repenting, Eva, Sharon, Asa, also move towards Satan with all their burdens in tow. The lights go out except for lights sweeping the pews as the characters sitting there throw off all of their scarves and the grey robes revealing white robes, or body suits at their words “God Save, Deliver!” hands up rejoicing.

Jesus Christ-SWEPT PEWS…”

Everyone in pews-  “GOD SAVE! DELIVER!”

As Time speaks the light shines only on one side of the stage, joyful, while the other is in darkness and misery.

Time’s eye- 12, 02, 2021… 01, 02, 2010?  Noon… six a.m. max. Is time’s eye finish’ sin? If eyes emit is it, ek… over?”

This statement again represents an expression concerning the end of time and the end of sin. Note once again that the dates can be changed to reflect current times, 11, 02, 2011, … 02, 02, 2020 etc., while maintaining the palindrome, as time progresses beyond these dates. This action keeps with the artistic intent that no one knows when time will end while highlighting the possibility it could be soon.

End of play.

Teaching art is more than just technique

It is Creativity, Community, and Caring… and so much more

This presentation is an example of how you can make the most out of what you do. I am the art teacher in this presentation. The memories I created and the lessons learned in the minds of the children I taught live on, however through new media and new literacies  technology was used to expand the message. Take the gifts that you have been given to share with the world and use the resource the world has given you to bring them to their fullest potential.