eynesbury times t2, 2014
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E Y N E S B U R YT I M E S
2014
The official publication of Eynesbury Senior College
term 02The CBD becomes Art Classroom, Wild Onesies & Hero Day, Study Hub, Drama- Eyes to the Floor, Yr 10 studies for Yr 9s, Students Power On, Is There a Place for Zoos?
Front Cover: Lucy Fittock on Hero Day as Hit Girl from ‘Kick Ass’ Movie and Comics.
Submissions: To make a submission to the next edition of Eynesbury Times’ please contact Alice Bonnin, abonnin@eynesbury.sa.edu.au
Principal’s Note 03
CBD Art Classroom 04
Behind the Counter Exhibition 07
Social Justice Group- Hero Day 08
Study Hub 11
The Green Team Went Wild with Onesies 12
Is There a Place for Zoos? 14
Drama- Eyes to the Floor 18
Sweet Success 20
Year 9 Accelerated Entry Program for Year 10 Studies
22
Students Power On 24
Diary Dates, Term 3 Calendar 26
Instagram Gallery 29
IN THIS ISSUE
Photograph: Sophie Chen for the CBD Grid Artwork Project.
Students come to us through a variety of
pathways but most join us after visiting the
College at an Open Day event. Early in Term
2 we had an Open Afternoon welcoming
many prospective students and families.
Thanks to the student leaders and teachers
that assisted in this successful event,
showcasing the college, and answering
questions honestly and with enthusiasm. The
next Open Day is from 2pm til 4pm on
Sunday 24 of August. Lookout for our
eye-catching Open Day ads on bus shelters
along major roads and listen for our radio ad
playing on NOVA 91.9 from late July to late
August. Word of mouth is a powerful medium
so please pass on the details to anyone
interested in coming to see what Eynesbury
is all about!
This term the Mentor Program had some
popular sessions including great team
building activities and self-defence for Year
10s, driver education with the SA Police and a
focus session on ‘Revision that works’ with
Psychologist Kirrilee Smouth for Year 11s. The
Year 12s learnt more about University,
participating in tours and presentations at
both Adelaide University and UniSA. But for
many, the highlight was the dress up
events- Hero Day and Wild Onesie Day.
Organised by our student leader groups,
these events helped raised awareness and
PRINCIPAL’S NOTE
03t /02 2014
funds for important issues including
homelessness and the World Wildlife Fund.
The Year 9 Accelerated Entry Program into
Year 10 has been in pilot mode and we made
it an official part of our education offering
this term. We have already received a
number of applications for the program since
it was launched just weeks ago and it’s
popularity will no doubt continue to grow.
In my seventh year as Principal, I had to make
my hardest decision yet. My wife Shannon,
has been appointed as Principal of Iona
College, New Zealand and begins her role
shortly. I will move to join her in December
which sees my role come to an end at the
completion of the 2014 academic year.
With change comes new opportunity and the
College is in a strong position. In the coming
months, I look forward to catching up with as
many people as possible before I head to the
‘land of the long white cloud.’
The Council will appoint a new Principal in
time and we will continue to keep the
Eynesbury community updated on
developments.
John Warren
exhibitionS Students have attended the following exhibtions in the CBD:
helPman aCademy graduate exhibition, torrenS Parade ground.
ParklandS art Prize, adelaide FeStival thearte.
dark heart, art gallery oF South auStralia.
worldS in ColliSion, anne and gordon SamStag muSeum oF art
year 12 SaCe art Show, adelaide College oF the artS.
hiStoria, adelaide town hall.
PoStered: adelaide, tooth & nail gallery.
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CBD ARTCLASSROOM
bringing the outSide inIn the first semester, Art and Design classes were lucky to attend a number of exhibitions within easy walking distance of the College.
Art and Design Teacher Lindy Neilson explained that having a lesson in an actual gallery and getting out of the classroom gives realism and relevance to the subject. It also establishes a dynamic and meaningful context to learning as well as increasing student engagement and motivation.
“It is important that students gain an understanding of contemporary art which reflects their world now. By visiting exhibitions, students can see the potential for a career in the arts, not only as an artist, but as an arts writer or curator for example,” she said.
“The College location, in the heart of Adelaide City, allows with ease to ‘bring the outside in’. This semester, Year 11 art students have focused on the CBD and on the cityscape and grids.
“All around the city, we tend to structure and organise things in our environment, placing them into straight lines and grids. Grids are the dominating feature in the CBD and this project encouraged students to recognise the different types, from windows, to the reflections, to street maps and so on.”
Lindy endeavours to make the most of the opportunities the city offers her students for visual arts learning.
Shaye duongThis piece is inspired by the work of contemporary Australian artist, Del Kathryn Barton, in the ‘Dark Heart’ exhibition at the Art Gallery of South Australia. With the use of her style and techniques, I have drawn the contour lines of a woman’s face in a loose way that produces a modern and minimalistic look. Also typical to the style of the artist’s work, I have included vibrant and playful colours with the use of pattern work in the background. The artist often uses women and nature as focal points of her work, so my aim was to reflect this in my piece.
Pictured: Sophie Chen Grid Artwork (right)Shaye Duong’s Artwork (below)
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“Having a class in an actual gallery and getting out of the classroom gives realism and relevance to the subject. It also establishes a dynamic and meaningful context to learning as well as increasing student engagement and motivation.” Lindy Nielson.
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SoPhie Chen
After the excursions to the city and taking photos with the project theme of ‘grids’, I was inspired to create an illustration that explored the different applications of grids in city architecture. The illustration was created on the iPad using the Paper application, as the simple tools were effective at replicating the glass texture of the windows. With the photos that were taken on the excursion, I was interested in exploring different perspectives.
JeSS hay
My artwork is inspired by an installation called ‘The Persuaders’ by Benedict Drew for the Worlds in Collision exhibition at the Adelaide Festival. They are produced using various pieces of stationary combined with some cellophane placed on an overhead projector. I then took photographs of them for inspiration.
06t /02 2014
Pictured: Jess Hay’s inspiration photograph from the Worlds in Collision exhibition and her final artwork.
lindy neilSonLindy is a valued and accomplished member of the teaching staff at Eynesbury Senior College.
Lindy has been teaching Art and Design at the College for the last seven years and brings over 20 years of experience to the role. She has been a SACE Visual Arts marker, SACE subject advisory panel member as well as providing assistance to the Art Gallery of South Australia in the development of their art education resources. This year, Lindy
worked with the Adelaide Festival to produce the educational resource for ‘Worlds in Collision,’ which featured diverse and inspiring works from nine international artists across four sites.
Lindy has a particular interest in art writing and has had a long involvement in community arts projects and exhibitions. As a curator, Lindy created ‘Wolfgang Sievers…the dignity of labour’ shown at the Kerry Packer Civic Gallery, UniSA. It celebrated the work of one of Australia’s finest modernist photographers and human rights advocates. Sievers’ work combines a strong aesthetic with a sense of social justice, and continues to inspire Lindy.
Lindy hopes her students will gain an appreciation of their visual world and an understanding of the role of art and design in making the world a better place.
Pictured: Lindy Neilson.
Year 11 student, Katelynn Gallant, undertook a special project as part of her SACE Stage 1 Creative Arts course.
“Katelynn has technical skills in digital drawing and holding an exhibition was an opportunity to showcase Katelynn’s abilities and share her work with the school community,” explained Lindy Neilson.
Katelynn describes growing up with anime and cartoony-goodness in animated and novel-form.
“The way I draw is in some ways a combination or brew of the things I’ve grown up with and enjoy to this day,” said Katelynn.
“My work in the exhibition, is about my characters, for the most part- but I have also focused on what I believe is best for me to draw and incorporate my abilities into artworks that tell a story.”
“I wanted to show a glimpse into one of the worlds that I’ve made, except I thought I’d be experimental and use some of my more minor characters, who I had not explored in depth,” said Katelynn.
Over 30 people attended the special viewing on June 12 and a limited edition comic created for the event proved so popular that there wasn’t a copy left at the end of the
night!
behind the Counter
Pictured: Caroline Di Fava, Caroline Mosey, Ayla Langford and Katelynn Gallant. Katelynn’s artwork ‘Mei’.
diary dateOver 130 Senior
Secondary students participated in workshops at the Art Gallery of South Australia.
They viewed works from the gallery’s collection, engaged with local artists and extended their knowledge & skills in self-portraiture and life-drawing.
As part of SALA Festival, selected works will feature in the 2014 Secondary Student drawing exhibition from 16 August to 28 August in the Radford Auditorium.
Tom Calder and Lolly Heaney self portraits (featured above) will be displayed at the exhibition.
08t /02 2014
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Pictured: Eynesbury Students and Staff Group Shot. Hero Day ‘Selfie’ with Andie Carlson, Lisa Hudoba, Gina Cameron.
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SOCIAL jUSTICE GROUP -HERO DAY!
In term 2, the Social Justice Group
(SJG) held ‘Hero Day’ to raise
awareness and funds for homelessness
and local charity, the Hutt Street
Centre.
“The SJG looks at issues within our
society, and we felt that homelessness
was one of the issues that is
misunderstood,” said Andie Carlson,
SJG Project Leader.
“The city based Hutt Street Centre do
important work to confront the causes
and consequences of homelessness by
preventing it at the source, addressing
its manifestations, and by reducing its
reoccurrence. This is why we thought
this charity was deserving of our
support.”
“The Centre provides a safe place of
hope, warmth and belonging, as well
as essential and professional services
to meet the needs of homeless and
vulnerable people in the inner city of
Adelaide,” explained Andie.
“The people who use the services of
the Hutt Street Centre, often comment
that the kindness and support offered
to them makes the volunteers their
heroes.”
Pictured: The Super Trio- John Warren, Remy Colmer and David Sanderson. Selina Nguyen as Catwoman.
“Hero Day helped remind us all that the smallest kindness can make a difference to someone else’s day...” Andie Carlson.
“We were proud to raise over $350 from
the day which will go towards helping to
feed over 200 people at the Centre.”
“Futhermore, from our food can
collection we were able to donate 40
cans.”
“As we shape our own life stories, we
will continue to hold events to raise
money and awareness for homelessness.
We hope to help to make a difference to
the lives of others,” said Andie.
“This is why we choose to have a ‘Hero
Day’ -to remind us all that the smallest
kindness can make a difference to
someone else’s day, to raise awareness for
homelessness and to also raise money to
support Hutt Street Centre in their
endevours.” explained Andie.
“Everybody has a hero and someone they
find inspirational. It could be someone
who has influenced history in a postive
way, an athlete, or a character in a
favourite movie. It was fanastic to see so
many people in so many different and
creative hero costumes.”
“During Year 11 and 12 mentor session, we
had an informative guest speaker who
spoke about the Centre and how homeless
people are some of the most vulnerable in
our community,” said Andie.
The Hutt Street Centre provides over
50,000 meals a year and 130 people
access the many services daily. This may
include using the Centre facilities for a
locker, shower, food, laundry, computers or
participating in the education and training
programs.
Behind the scenes there are case
managers, pastoral care staff and a myriad
of professional services such as medical
care, centrelink, legal services and drug
and alcohol support.
Pictured: Lucy Fittock, Haifza Garipov and Christie Siatis.
Pictured: Lisa Hudoba, Andie Carlson and Gina Cameron.
STUDY HUBA specially designed space on Level 2 was created during Week 8 to create a motivational place to study for the end of semester Year 10 and 11 exams.
Working with the Eynesbury
Ambassador and Social Justice Group,
Assistant Principal – Head of Student
Well-being and Engagement, Aldo
Longobardi looked at how space
impacts engagement.
“The idea was to create a specialised
study hub for students in Year 10 and 11
to prepare for end of semester exams.
Using their interior design skills, they
moved and coordinated furniture,
white boards and pin up boards into
cleverly created study nooks and
areas.
“We created some more private
spaces and spaces that encouraged
collaboration in a comfortable and
creative way. We looked at places like
‘The Hub’ at Adelaide University for
inspiration,” said Aldo.
Students Jess Hay and Stephanie Holland
placed inspirational quotes on pin up
boards and created a brochure with
helpful and handy study tips.
“We discovered that you are more likely
to remember something you’ve written in
blue ink, than something you have written
in black ink. We thought this was a handy
tip!” said Stephanie.
“My favourite quote we used was- an
exam is not only a test of academic
knowledge but a test of your calmness,
stability and courage… Good luck!” said
Jess.
Teachers were on hand to assist with
preparation and the area was filled with
students during this week to utilise the
revitalised space to study.
11t /02 2014
Pictured: Lucy Fittock, Haifza Garipov and Christie Siatis.
Pictured: Lisa Hudoba, Andie Carlson and Gina Cameron.
Pictured: Students studying in the multi-functional space.
the green team went
The Green Team jumped on
board to organise Eynesbury’s
first Onesie Day in support of
Australia’s first Wild Onesie
Week by the World Wildlife
Fund.
“Wearing a Onesie and going
about our usual school day was
a fun way, to get a sense of what
it’s like to be an endangered
species for a day,” said Sasha
Krieg.
“The World Wildlife Fund (WWF)
does such critical work for
endangered species worldwide
with
12t /022014
Pictured: The Green Team- Nina Nguyen, Lucy Fittock,
Anne Pham, Haifza Garipov, Lindy Neilson and Sasha Krieg
Pictured: 1 Alisha Shaikh, Aden Ostover-Ravare, Michael Moschakis. 2 Emily Thomas, Charlie Kleisch, Emily Windsor. 3 Aldo Longobardi, Claire Fenley, Jackie Robinson, John Warren, Silvanna Jenkins, Lindy Nielson, Vanessa Rooke, Dogs- Scotty and Zelda.
and we knew that people would want to
support that work while enjoying being
super comfortable in a onesie on a school
day.”
“One of the highlights, was John’s two
dogs Zelda and Scotty who also wore their
onesies, enjoyed lots of pats and walks by
students.”
“Over $125 was raised. With $100 WWF can
help secure core areas and forest corridors
needed by the Borneo Pygmy Elephants to
safely roam. The extra $25 further extends
Indigenous partners’ capacity to monitor
and protect Marine Turtles,” explained Sasha.
“Thanks to everyone, who dressed up in
onesies, made the effort to wear something
animal inspired, or who donated! Every
dollar helps these worthy causes!”
WHO, WHAT, HOW?
WWF’s mission is to stop the
degradation of the planet’s natural
environment and to build a future in
which humans live in harmony with
nature, by:
Only 1,500 Pygmy Elephants remain in the wild in Borneo.
The latest surveys estimate there to be 1,600 Pandas alive in the wild.
There are only a few hundred female Loggerhead Turtles left in the South Pacidic Ocean nest in Queensland.
In 100 years, Tiger numbers have declined from 100,000 to as low as 3,200.
Fewer than 63,000 Orang-utans exist in the wild. Of these, the majority are found in Borneo with a tiny population of about 6,000 surviving in Sumatra.
Great Hammerhead sharks have declined by at least 80% in the past 25 years, making them critically endangered in some regions.
THE SOBERING FACTS
The WWF have six priority animals
at the moment whose numbers are
dwindling in the wild.
conserving the world’s biological
diversity
ensuring that the use of renewable
natural resources is sustainable
promoting the reduction
of pollution and wasteful
consumption
WWF has two approaches for
conserving biodiversity:conserving the Earth’s most
outstanding places
conserving species that are
particularly important for habitats
or people
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Pictured: Alisha Shaikh and Onesie Group shot of Staff and Students.
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IS THERE A ROLE FOR ZOOS SUCH AS
THE ADELAIDE AND MONARTO ZOO?
INTRODUCTION
When first introduced, zoos were a
circus-like recreational activity. As
understanding of animal rights and
modern society developed, much has
been done to make zoos more morally
justifiable. In Adelaide there are two
zoo’s both of which operate on a not
for profit basis. Each have a different
approach to the concept of animal
exhibition. Monarto is an open range
zoo and is the largest zoo in Australasia.
Adelaide zoo is smaller and conveniently
located within the Adelaide CBD.
Both zoos’ differ greatly in their
diversity of animals and approach to
captivity however are each held to a
high international standard of zoo care.
Together they provide Adelaide residents
and vistiors with a well-rounded zoo
experience.
Many argue that zoos share a common
fault; that they don’t realistically cater for
the animals’ needs and keeping them in
captivity thousands of kilometres from
their native climate is inhumane. Others
believe that zoos play a key role in the
education and conservation of animals
for future generations.
CHANGING NATURE OF ZOOS
Adelaide Zoo was Australia’s second
Zoo when it opened in 1883. It was
modelled on European zoos of the time
and addressed the public’s interest in
natural history. When it first opened,
the zoo conditions could be described
as a menagerie; with many animals
exploited for entertainment and animal
wellbeing was not of ultimate concern.
However, this is no longer the case
and the Adelaide Zoo has evolved to
the centre for conservation, education
and observation of wildlife that we see
today. Many of its older enclosures have
been emptied and the overall number of
species kept at the zoo has been reduced
to better reflect modern zoology ideals.
Monarto Zoo was created in 1983 as a
closed breeding facility but opened to the
public in 1993 to raise further awareness
and to compliment the zoo experience
at Adelaide Zoo. Originally Monarto
intended to focus on the ‘supercontinent’
Gondwana (Adelaide zoo later adopted
this focus) and featured fauna from South
Africa with an emphasis on ‘large-hooved
stock’. Monarto opened at a time where
the moral responsibility of running a zoo
was being debated and its grounds were
by Alexandra Christie
14t /022014
05t /01 2014
by Alexandra Christie
structured to appropriately address this.
Due to its more recent construction,
Monarto has not needed to change its
facilities, other than to expand.
ARGUMENTS FOR ZOOS
Since zoos were first created they have
been proven to have many benefits.
Today they are sites of research,
conservation and education, as well
as being a family-friendly source of
recreation. Conservation remains one of
the main focuses of zoos worldwide. The
evolution of human species has seen the
decline and near extinction of many of
Earth’s fauna. Breeding programs and
captive development of animals has
saved many species from extinction and
allowed reintroduction into the wild. As
described at Monarto, many zoos are
collaborating to achieve genetic diversity
amongst endangered animals to improve
chances of survival against disease
and initiate the creation of insurance
populations to further preserve and
strengthen the world’s vulnerable species.
Zoos also provide an opportunity for
research. The observation of animals,
especially in naturalistic environments,
can provide beneficial information to
both the understanding of the species
itself, to ourselves as humans. Observation
of species can enrich our understanding
of the world, lead to new innovations and
discoveries, enhancing our care of Zoo
animals and allowing us to develop better
ways in which to go about our lives.
Zoos provide a place of learning and
discovery for people of all ages. Not only
is it a social convention to visit a zoo as
a child but most schools feature visits to
enhance education curriculum providing a
physical window into the natural world not
available at other venues such as museums.
Through this exposure and education,
zoos are able to foster appreciation for the
animals and motivate the public to become
aware of their impact on the living world.
“Observation of species is important and can enrich our understanding of the world, lead to new innovations and discoveries, enhancing ourcare of Zoo animals and allowing us to develop better ways in which to go about our lives.”
15t /02 2014
Photograph: Student Christie Siatis.
Alexandra Christie.
Finally, zoos provide a wholesome, safe,
family-friendly activity that has potential
to be highly individual and memorable
for all ages. They have programs in place
for their visitors and the animals. For
example the chimpanzee enclosure has
enrichment activities at Monarto Zoo, the
Adelaide Zoo has detailed educational
displays and you can even go as far as
feeding many of the animals behind the
scenes at both Zoos which ensures a
positive experience is had by all.
ARGUMENTS AGAINST ZOOS
Many people will argue that zoos neglect
animal rights and often restrict animals
in small, unnatural enclosures with little
stimulation. It has been suggested that
we do not have the right to confine or
raise animals in captivity. From an animal
rights standpoint, being endangered
does not restrict that animal’s right to
freedom. Furthermore, one specific
animal should not be expected to be held
captive for the sake of its species. Instead
of using captive breeding programs,
concepts such as wildlife reserves should
be used to encourage a safe environment
for wild repopulation.
Another aspect of concern is unnatural
enclosures at zoos. Many are rectangular
in shape and utilise industrial materials,
unnatural in appearance and purpose.
They are designed to look appealing, be
easily cleaned and provide an unrestricted
view of the animal, none of which cater
for the animals needs, both physically and
psychologically.
In the wild, animals choose an area to live
and are free to explore. In zoos, no such
privilege is provided and not only is the
space restrictive, it is also permanent and
does not allow for exploration, leading to
the next problem, animal boredom.
Boredom within the animals can be seen
through repetitive behaviours which show
an animal is stressed or anxious. Whilst
changes and activities are implemented
by zoo staff to counteract this, it does not
compare with unpredictability of the wild.
Enclosures are not the only point of
difference between the animal’s natural
habitat. In zoos, animals are provided with
16t /02 2014
“Does being endangered restrict that animal’s right to freedom? Should one animal be held captive for the sake of it’s species?”
Pictured: Panda enclsoure, photo by Adelaide Zoo. Pictured: Feeding Giraffes, photo by Monarto Zoo.
Pictured: Old elephant
enclosure, photo by
Adelaide Zoo.
Alexandra Christie.
17t /02 2014
predictable, pre-prepared food. Even with
creative effort from their keepers, animals
do not have to forage or physically hunt
down their food. This creates routine that
can lead to boredom which is both cruel
and dangerous, leading to poor mental
health within the animals. Many become
depressed and fall ill or refuse to eat,
causing trouble for both the animal itself
and zoo profits.
Ultimately it is not the animal paying the
zoo’s costs; it is the visitors, so zoos are
fighting to find the balance between great
animal care and high visitor numbers.
Adelaide and Monarto both had room
for improvement particulary with older
enclosures. There were also a number
of animals exhibiting signs of extreme
boredom with clearings where the
animals had been pacing. And while
the newer enclosures at both zoos are
of a high standard (Panda’s at Adelaide
zoo, Chimpanzee’s at Monarto) this
demonstrated significant inequality
between animals and made it obvious
which exhibits were expected to raise
more profit.
CONCLUSION
Zoo’s have traditionally been a means
of recreation, however for society today
there are a number of moral issues to be
considered. On the positive side, zoos do
strive to conserve species, educate the
public and provide a unique experience.
However, there are still many things that
need to be improved upon such as animal
well being, exhibit structure and approach to
mimicking animals’ natural climate.
Before visiting the Adelaide and Monarto
Zoos I believed that zoos still had a relevant
place in our culture. I felt that modern
zoology was in the best interest of the
animals and all resources were being utilised
to create a pleasing environment for the
zoo animals and their visitors. However,
after our excursions my viewpoint changed.
I cherish the idea of zoos; where else is it
possible to observe the world’s fauna in an
environment safe enough to permit children?
But when looked at realistically, captivity
is not something that is permitted under
human rights, so why should animals be an
exception? Whilst I do believe in the current
principles of modern zoos, I no longer
consider them morally justifiable.
Pictured: The landscape
for African animals, photo
by Monarto Zoo.
Pictured: Chimpaneze
enclosure, photo by
Monarto Zoo.
Pictured: Old Oranutang
enclosure, photo by
Adelaide Zoo.
Pictured: Feeding
Lemurs, photo by
Adelaide Zoo.
Pictured: Christie Siatis
and Lucy Fittock having
fun at Monarto Zoo.
Bibliography on back page.
Eyes To The Floor was performed by the
Year 12 Drama students at the end of May
at The Arch Theatre in the Holden Street
Theatres complex. The play is a chilling
portrayal of a dark chapter in a lesser-known
part of Australian history. It is a moving
portrait of hope that survives even in the
worst of conditions.
Parramatta Girls Home in Western Sydney
was run like a prison camp for teenagers, who
were rounded up and judged by authorities to
be in ‘moral danger.’
Redesigned to house the ten ‘worst’ girls in
the State, the Hay Institution for Girls became
both a threat to maintain order in Parramatta
and a site of further psychological torment for
the young women it housed.
The Hay Institution for Girls was reported
to be “a bold, successful experiment to
rehabilitate hard-core delinquents,” at the
DRAMA - EYES TO THE FLOOR
time but in reality it was a place of extreme,
dehumanising brutality for young girls. The
Institute was closed in the 1970s.
Forced to constantly keep their ‘eyes to the
floor’, these girls were not allowed to speak
to each other and were forced to lay and
then break up concrete paths, scrub paint
from walls and tend the institution’s garden.
The topical subject recently made national
news with 60 minutes featuring a story
about the now older ladies, and survivors
of the institution. Hay has now become the
subject of a national inquiry.
Eyes to the Floor was written especially
for a young cast, whose ages are chillingly
equivalent to the incarcerated girls they are
portraying.
“This was not an easy play for our
students to present and they did so with
professionalism, which pays tribute to the
many women who suffered in institutions
like Hay around the country,” said Drama
Teacher Aldo Longobardi.
“Alex Cornish, Emma-Kate Panuccio, Jess
Eyes To The Floor was performed by the Year 12 Drama students at the end of May at The Arch Theatre in the Holden Street Theatres complex.
18t /01 2014
Valenta, Gina Cameron, Charlotte Bird and
Claire Wilson gave intricate and stylistic
portrayals of the girls’ experiences which are
documented often poetically in the play.”
“I have never acted in a play as dark and
heavy as Valentines ‘Eyes to the Floor’…it
was overall a very challenging experience
that pushed my acting abilities far…and
it is clear that it opened the eyes of the
entire cast and audience who viewed our
production,” said Claire Wilson, who played
inmate Marjorie, a tortured soul who ended
up in a psychiatric ward for repeatedly
plucking her eyebrows.
Alex Cornish, who played inmate Daniella,
felt that the didactic nature of the play,
particularly the ending where the characters
reflected on their memories of Hay, was
hauntingly written by playwright Alana
Valentine.
“The conclusion of the play left the audience
speechless as they pondered how humans
could be so cruel to one another. It was very
powerful.” said Alex.
“Emma-Kate Panuccio doubled as the sadistic
guard Furedi, who was outranked by Vedanth
Malladi as Superintendent Naylor, whose
mercilessly tortured the girls was chilling and
confronting. Sarah Haydon delivered a complex
portrayal of well-meaning Mrs Kay, a night
guard who hoped to reform the girls through
religious instruction and represented an image
of hope for the dispossessed girls,” said Aldo.
“The play would not have been a success
without a host of support by a talented crew
including Heidi Grace, who designed and
made all of the costumes, Charlotte Klose,
who kept everyone in check as the Stage
19t /01 2014
Pictured: Front row Emma-Kate Panuccio, Charlotte Bird, Jessica Valenta, Alex Cornish, Claire Wilson, Gina Cameron. Back row Charlotte Klose, Scott Reynolds, Vedanth Malladi, Sarah Haydon, Aldo Longobardi, Sarah Hayden, Heidi Grace, Georgia Webber.
14t /01 2014
Manager, Georgia Webber, who created
maximum audience impact pre-show
as Front of House Manager, and Jo
Li who promoted the show with her
imaginative publicity campaign,” said
Aldo.
“The students were also supported
by Scott Reynolds and Year 10 Drama
student Emily Cribb, both of whom
volunteered to help out with lighting
and sound, and, Tony Moore and
the crew at Holden Street Theatres.
As always, Eynesbury’s Operations
Manager, Wayne Adams overlooked
the design and construction of the
minimalist yet haunting set. We are very
grateful for all their help and support.”
SWEETSUCCESS
The Social Justice Group put together
‘Exam Survival Packs’ for Year 10s and 11s.
These $2 packs of lollies, chocolate and
‘brain food’ proved popular with students
giving them extra energy during exams.
Year 12s keep your eye out for them,
they’ll be back later this year!
Pictured: Gina Cameron
Pictured: Andie Carlson and Gina Cameron.
The Year 9 Accelerated Entry Program
into Year 10 Studies was made part of the
official Eynesbury education offering in
Term 2.
“I am thrilled that this is now a
permanent fixture within our education
offering, and it’s proving popular already,
with a number of applicants already
applying in the few short weeks since
it was launched,” said John Warren,
Principal of Eynesbury Senior College.
This program is a highly visible and
innovative program which provides
students with the widest selection of
subjects for their senior secondary years
and offers more university course choices
on completion of Year 12. It also provides
a distinct advantage to students in
relation to the breadth and depth of studies
and subjects.
For example, if students were to choose
the ‘BREADTH’ option they will have
considerably more than the requisite 200
credits for SACE university entry, providing
as many options as possible for university
course selection. It has the added benefit
for students who are considering double-
degrees, and who, in other circumstances,
would need to choose between pathways
e.g., Languages and Science. AEP
participants will have more choices by
presenting 6-7 Stage 2 subjects in multiple
strands– in contrast to the requisite 4.5
subjects.
The other option available is the ‘DEPTH’
and combined with Eynesbury’s flexible
timetable, it accommodates for vertical
movement across Year Levels – so students
in Year 10 can undertake Year 11 (Stage 1)
studies (and occasionally Year 12–Stage 2). 22t /022014
YEAR 9 ACCELERATED ENTRY INTO YEAR 10 STUDIES
The Year 9 Accelerated Entry into Year 10 Studies is officially part of the Eynesbury education offering.
In Year 11, suitably prepared students can
then take up Year 12 (Stage 2) studies, and
Year 12 students may undertake university
studies.
“The program has been running as a pilot
for the last few years with selected students.
These accelerated entry students have
continued to excel and achieve the highest
of results which is why we decided to make
the program an official part of our education
offering.
“For example, of the seven students in
the State who achieved perfect scores in
2010, two were from Eynesbury Senior
College. The two students, Haillee La and
Jyothi Kuppa, were part of the pilot for
the Accelerated Entry Program and their
successes cemented the program within
Eynesbury’s education offering. Jyothi was
a Dux of the College and graduated at the
age of 15 years, turning 16 half way through
her first year studies in Medicine at the
University of Adelaide.
In addition to the advantages of an
Eynesbury education, the Accelerated Entry
Program participants will receive special
case-management and support to ensure
that students selected for this program
achieve high levels of success.
Students in this Accelerated Entry Program
will be acknowledged with an Academic
Citation which outlines the prestigious
nature of the program and students can
include this in their academic portfolios
presented to universities for course entry.
Academic Citations are held in high regard,
especially as a contribution to university
scholarship and residential college
applications.
Read more about the program or to apply
click here.
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In late June, ten Eynesbury International
Students attended their first ever
Australian Rules Football game at the
newly refurbished Adelaide Oval.
“Our day started with a brief chat from
the Australian International Education
Service (AIEU) and the many ways
our students could access their helpful
range of services. Then it was onto ‘Cow
& Co’ for a delicious free frozen yoghurt
creation,” explained Aldo Longobardi,
enthusiastic Port Power Supporter and
supervisor on the day.
“The ‘March from the Mall to the Oval’
saw us join over 5,000 Port Power
supporters in a celebratory atmosphere.
With some spare scarves and flags on
hand, the students quickly took to and
participated in the flag waving and ‘power’
chanting.”
“The highlight came when we reached
the oval, and the students were taken to
a special location to meet with Power’s
new Irish recruit Daniel Flynn. He talked
to the students about AFL football and
the shared experience of leaving family
and friends to come to study and work in
Adelaide. After countless ‘selfies’ with our
students, it was time to leave Daniel and
head into the grandstand to see the Power
storm home to victory over the Western
Bulldogs,” said Aldo.
“Our thanks go to both AIEU and the Port
Adelaide Football Club for providing this
unique and enjoyable cultural experience
for our international students,” said Aldo.
24t /02 2014
It was an exciting day for 10 International Students who attended their first AFL game at Adelaide Oval.
STUDENTS POWER ON!
The Australian International Education
Service, based in King William Street,
in a partnership with the Port Adelaide
Football Club, provide this free cultural
experience to International students in
South Australia.
The AIEU offer free services to
students to ease transition into
tertiary studies in Australia and assist
a host of activities such as applying
for university, getting a driver’s licence
and translation services.
24t /01 2014
Their international program is open to
all international students for the rest
of the 2014 season and we can send
up to 30 students to each home game
as part of the program.
If you are an international student
interested in attending the next home
game- get in touch at:
aldo.longobardi@eynesbury.sa.edu.au
CALENDAR DATESFOR TERM THREE
26t /02 2014
week date event
1 mon 21 Jul Year 12 Trial Exams commence and conclude at the end of Wk 1
thur 24 Jul RACI Chemistry Quiz
Sat 26 Jul The Formal
2 thur 7 aug Australian Maths Competition
3
4
5 Sun 24 aug Open Day 2 - 4pm
6 Fri 29 aug Scholarship Applications Deadline
7 mon 01 SePt Year 10/11 Parent Teacher Interview Evening
8
9 mon 15 SePt Stage 2 Oral Exams Begin
10 Fri 26 SePt Stage 2 Oral Exams Conclude
holidayS
1 Year 10/11 Reports mailed this week
2 Scholarship outcomes mailed this week
term 4 mon 13 oCt START OF TERM 4
eynesburyseniorcollege #year12 #mentorsessions #speaker #huttstreetcentre #raisingawarenessforhomelessness #heroday #dressupforagoodcause #escsocialjusticegroup
INSTAGRAM GALLERY
eynesburyseniorcollege #exams in full swing and the $2 Exam Survival Packs have been a huge success raising valuable funds for charity too. #escstudents #adelaide
eynesburyseniorcollege #festive #escstudents #christmasinjuly (almost)
eynesburyseniorcollege Nothing like some festive/festy Christmas decorations for our Christmas in (almost) July #escstudent celebration event #lol
eynesburyseniorcollege #teenagemutantninjaturtles #heroday #dressupforagoodcause #huttstcentre #raisingawarnessforhomeslessness
eynesburyseniorcollege #esc #ancientstudies #bothsides #courtroom #debate #clairelovesthegavel
eynesburyseniorcollege #socialjusticegroup #slg #esc #students #eventplanning
eynesburyseniorcollege #christmasinjuly (almost) teams getting into the ‘spirit’
eynesburyseniorcollege Reminiscing- mentor session this week #selfdefense
Contact: Eynesbury Senior College, 15-19 Franklin Street Adelaide SA 5000
t (08) 8410 5388 F (08) 8410 5253 e city@eynesbury.sa.edu.au
bibliography for article “is there a role for zoos such as the adelaide and monarto zoo?” by alexandra Christie.
Dixon, T 2009 ‘Should we ban the keeping of animals in zoos?’ Website, accessed 5 June 2014Jamieson, D 1985, ‘Against Zoos’, Peter Singer (ed) - In defense of Animals, New York: Basil Blackwell, pp. 108-117 Pickrell, J 2010, ‘How Zoos are saving our Animals’, ABC Environment, 3 August, accessed 1 June 2014Padel, R 2013, ‘Don’t let good zoos go extinct’, The Guardian, 23 March, [ONLINE] Available at: http://www.theguardian.com/books/2013/mar/22/good-zoos-conservation [Accessed 4 June 2014]Zoos SA, 2014. Monarto Zoo – About Us, Australian Panda home, [ONLINE] Available at: http://www.zoossa.com.au/monarto-zoo/zoo-information/about-us [Accessed 1 June 2014]Zoos SA, 2014 About Us - Adelaide Zoo, Australian Panda home [ONLINE] Available at: http://www.zoossa.com.au/adelaide-zoo/about-us-1 [Accessed 1 June 2014].Whiting, A n.d., ‘What’s Wrong With Zoos ?’, Animal Liberation Victoria, accessed 1 June 2014Wikipedia , 2012. Adelaide Zoo - Wikipedia, the free encyclopedia. [ONLINE] Available at: http://en.wikipedia.org/wiki/Adelaide_Zoo [Accessed 4 June 2014]
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