Year 9 art students have been tackling pressing social issues through street art. Please read a description of one students’ artwork below:
“My piece called ‘Hypnosis’ was created using Copic markers and fine liners on paper. Instead of focusing on one social issue, I wanted to tackle many. Originally my art was landscape with hands following a girl, the hands representing issues, but I decided that I didn’t like the idea and it wouldn’t be effective for street art. I instead decided to change to a portrait format, using the same character, and with bold and bright colours for the background and the outfit which contradict the problems shown on the oversized glasses the character is wearing. This demonstrates that the good things in life are being masked by topics and issues that shouldn’t exist anymore. The word ‘media’ is used on both sides of the glasses as it represents how the media inflates these issues.
I drew a person with dark skin, as racism is a big issue in the world which this character is unfortunately likely to face. The character is neither a boy or girl, as they would face discrimination for this. By creating someone who is likely to have faced a lot of discrimination in their life I felt like I could express what they were feeling through this piece. The scared and surprised expression on their face show the distress and discomfort that all kinds of discrimination cause. I chose to use big spirals on the glasses, which is commonly associated with hypnosis, to represent how the media twists people’s reality. The glasses are left in black and white to create a contrast between the bright and happy colours in the background.
The character is seemingly unable to take the glasses off, similarly to how society cannot get away from the issues we are facing including homophobia, sexism and pollution. Large love hearts are used in the bottom half of the background to represent the love in the characters life, but they have lines through them. The lines represent the good in the character’s life slowly breaking and fading away as they are being blinded by discrimination. There are also two smiling faces on either side of their face. These faces have their eyes crossed out to show how damaging discrimination can be to someone”. – Tia Walker (9GPC-02)
Mr David de Lorenzis, Visual Arts Teacher – Secondary
TOUGHEN UP: AN EXPLORATION OF TEENAGE MASCULINITY
This term in Drama the Year 9 boys’ class has been exploring the theme of masculinity and how it is influenced by society’s expectations. The class participated in a workshop with local playwright, Sally Hardy where they discussed their opinions about this topic and used their improvisation skills to present their ideas to the class. They were also fortunate enough to have stage combat training with Nino Pilla and Ruth Fallon who have choreographed and trained actors for the Mortal Kombat films. As a class, we rehearsed and filmed on location at St Michael’s College. So much valuable learning happened through this process for both staff and students. Well done to all boys involved. Here are some reflections from students:
“I learned a lot about how action scenes are filmed in Hollywood movies.”
“My experience in drama has taught me to be more confident in myself.”
“I have learned about how different camera shots are used to get the correct angle that shows the most amount of expression.”
“I have gained a massive confidence boost since our drama lessons as we had to stand in front of the class and perform for them.”
“I have learned a lot about stage combat and how playwrights start to write their stories.”
Ms Danii Zappia, Drama Teacher – Secondary
YEAR 8 SILENT FILM AWARDS
Students and staff gathered together to celebrate the award winners of this semester’s Silent Film Festival. In this lively red-carpet event held at lunchtime, students supported one another with enthusiastic cheering and applause. Congratulations to the award winners!
Third Place – ‘Robbing the Rich’ created by Kiara Fico, Sienna Leaney, Sofia Perkovic and Kelly Modystach.
Second Place – ‘Jealous Julian’ created by Kate D’Aloia, Evie Kelly and Ruby Burgess as well as ‘The Kiss List’ created by Emma Kilpatrick, Chelsea Hodges, Maddison Neilson and Ava Perin.
First Place – ‘How the Cookie Crumbles’ created by Tahlia Ward and Amy Young.
Best Actor – Kate D’Aloia.
Ms Emily Burns, Subject Coordinator – Drama – Secondary
NEWS FROM YEAR 7, 8 AND 9 PASTORAL CARE
We are so happy to be able to share with the community that the Junior Secondary Cookbook has now been distributed to students. Thank you to the Communications and Community Relations team who brought this project to life, and to Students Services for their help. We hope you enjoy reading it and trying the recipes!
With our best wishes for a safe and happy Christmas and a peaceful 2021!
Mr Aldo Calo, Year 7 Director, Mr Paul Flaherty, Year 8 Director and Mrs Tonia Carfora, Year 9 Director
YEAR 9 ENGLISH – BRINGING SHAKESPEARE TO LIFE
A friend once asked me, “Why on earth are you still doing Shakespeare in schools?” There are more reasons to study Shakespeare than there are people who ask that question! The combination of timeless and universal themes, the beauty and creativity of the language, the twisted, macabre, gruesome storylines along with the comedic and romantic ones, make Shakespeare the perfect choice for literature study in high schools. Great pedagogy and a mission to transfer our love of Shakespeare ensures that the students participate in engaging and fun activities that help them become less afraid of the language. Tools like online translators, TED talks about the similarities between rap music and Shakespeare, making a Shakespeare Fakebook account, playing fun Kahoot games and doing internet hunts all allowed for the students to gain confidence and enjoy their first experience of the bard. The unit finished off with role plays that re-enacted the fight scene from Act One, Scene One of Romeo and Juliet and it was wonderful to see the students bring the conflict to life and give it a modern twist. They can all be commended for their bravery in tackling the scene and filming it for everyone to see. Special mention must go to Hanno Haarhoff (9BPC-04), who used a 3D printer to make the swords, daggers and crown used in the performance. Overall, the performance was great, and students had a lot of fun making them.
Mrs Anna Haracic, Year 9 Assistant Year Level Director
As we prepare for Christmas through the four-week season of advent, we are reminded of the importance of this season in the Christian church’s year. After a year like no other, in our lives the themes of advent and longing for God and waiting in hope take on a special meaning. As always, advent offers a special opportunity this year to grow deeper in hope and stronger in the embrace of God’s love. May the Christmas season offer you a chance to slow down and spend quality time with your loved ones. May we reflect on the abundances we have and think about the less fortunate. Pope Francis reminds us to be vigilant in our care of the poor, “Church teaching on giving priority to the wellbeing of the poor and marginalized is not a political or ideological choice; it lies at the very heart of the Gospel”.
The St Michael’s College community has made a strong commitment to the poor and many important causes this year. Recently the Lasallian Youth Leaders (LYL) raised $100 for the Catholic Charities appeal combined with $200 from our can fundraising made a $300 donation on behalf of the College. We raise many thousands of dollars through Mission Action Day which is donated to special projects overseas in the Lasallian world and some local charities like Hutt Street and Vinnies. We also support Caritas Australia’s Lenten appeal through Project Compassion. At Christmas time the Year 10 students have supported the Australian Refugee Association in their Christmas appeal, Year 9 has supported the Adelaide Day Centre and Year 8 and 7 has supported the local Henley conference of the St Vincent de Paul Society. Family and student generosity are greatly appreciated for these fundraisers as it is with the other groups supported like the Ovarian Cancer Research Foundation, Cancer council and others.
Year 10 students, Rana Hussein (10PC-06) would like to share her experience as a Youth Ambassador for the Australian refugee Association:
“I would like to take time to thank the St Michael’s College community, as they have supported me throughout my three challenges this year. I am a youth ambassador with the Australian Refugee Association and for my third challenge I was assigned to create a Christmas drive that is aimed mostly at the Year 10 students, while the rest of the school supported other charities. It was a pleasure working with everyone this year and I look forward to what’s to come next year”.
Thank you to all the school community for their support this year.
May the peace and love of the Christmas message be with you and your family. Merry Christmas and Happy New Year.
Mr Robert Dempsey, Director of Mission
MADE IN THE IMAGE OF GOD AND SAFEGUARDING CHILDREN
In Semester 2, Year 9 students of Religious Education took part in the Made in the Image of God Human Sexuality and Keeping Safe: Child Protection Education program. Such mandated education seeks a high level of partnership between parents and teachers. The Church and Catholic schools call parents to embrace this task wholeheartedly and support them in this precious privilege and responsibility.
The unit, In Right Relationship is firmly based upon Catholic moral teaching and calls upon such sources from the tradition as sacred scripture, the Catechism of the Catholic Church, and Pope Francis’ apostolic exhortation, Amoris Laetitia (The Joy of Love). The unit proposes to enhance students’ understanding of the Catholic perspective on human sexuality and relationships. Students learn about the rights and responsibilities children and young people have, and about the importance of respect for the dignity of each person in all relationships. Students also have an increased awareness of the physical and emotional changes during puberty.
Moreover, the young people entrusted to our care begin to appreciate that being made in God’s image means they are deeply valued and loved for who they are, and for the world God desires.
Two students reflect on their learning:
“The unit about right relationships has been the most impactful to my learning over the last year. I gained a new perspective of what I have learnt previously that has enabled me to gain a higher level of respect for others and myself.
Learning about the UN rights of children allowed me to think about what adults and the government should be doing for children and that children under the age of 18 should be happy and carefree without worrying about food, shelter or safety. Learning about this opened my eyes to how we should be helping children who were born into situations that they cannot control. It also made me think about my rights and where people in my life were letting me down. I now understand what I deserve as a child.
The right to stay safe resonated with me because I have always stood up for myself in situations and understand the importance of putting safety and wellbeing first. It made me reflect on how I can help others who are in unsafe situations or supporting my friends if they ever feel like they need someone to help them get out of an unsafe situation. This unit also helped me understand the importance of dignity and that you should not let anyone treat you with disrespect and you deserve the best. It made me stand up for myself more in everyday life and be more aware about how I was letting others treat me.
Overall, I have gained a new understanding and become more aware of how everyone is loved, valued and cared for and should be treated with respect and dignity. I have taken more notice in how I treat and talk about people to make sure that I am not damaging their dignity and I am treating people how I want to be treated. I believe that the creator that made us loves all of us and intends for us to make good decisions and have support in our life. Being made in God’s image makes me believe that we are all perfect and we are all destined to have happy and fulfilling lives with healthy relationships that honour our rights”. – Jasmine Gibbons (9GPC-02)
“Before this sexualities unit, I had never learnt about the UN Rights of the Child, so I had a very minimal understanding of all of the impact that I could potentially have on my own life, and the lives of people around me. During lessons, when we chose the most impactful rights to us, I was interested in other people’s views as well as discovering my own. That section of the unit made me realise how abuse and forms of neglect and discrimination are still, sadly, prominent in society. I now recognise that if I wish to change this, and to spread awareness on child rights, I need to stand up and use my voice.
The most significant part of the unit for me was learning about and understanding the importance of my dignity being upheld by everyone, including myself. Through the UN Rights of the Child, and learning about right relationships, I was taught about how positive relationships with myself and others should only serve to lift me up rather than drag me down. I discovered that my self-worth is extremely important, and that I, like every child and person, should be made to feel special and acknowledged, because we are all equal.
Overall, the unit on sexualities helped me develop a deeper understanding of my rights and responsibilities and how I can change the world. I realise that if everyone first looks to themselves for improvement, to ensure that they have a high sense of self-worth, it becomes easier to lift up others and form good relationships with them. Spirituality and being connected to whichever God one may believe in comes in many forms and stages for people, and it is important to ensure that people feel safe in their emotions, and free to be what they want to be”. – Isabella Agnos (9GPC-02)
Mrs Patrizia Puglia, Religious Education Coordinator