Brisbane Girls Grammar School Gazette, Spring 2019

VOLUME

34

BRISBANE GIRLS GRAMMAR SCHOOL / SPRING 2019

IN THIS ISSUE PAGE 06 / SPEAKING UP AND SPEAKING OUT

PAGE 08 / THE BUDDY PROGRAM

PAGE 16 / GAME, SET, MATCH

PAGE 28 / OPEN DAY 2019

CONTENTS PAGE 01 / FROM THE PRINCIPAL

by Ms Jacinda Euler

PAGE 02 / FROM THE ANCIENT HISTORY CLASSROOM

by Dr Rashna Taraporewalla

PAGE 03 / GRAMMAR GOES GOTHIC

by Ms Jo Genders and Miss Meghan Parry

PAGE 04 / INSPIRING YOUNG PHYSICISTS

by Mr Alan Allinson

PAGE 06 / SPEAKING UP AND SPEAKING OUT

PAGE 08 / THE BUDDY PROGRAM

by Mrs Emma Lowry

PAGE 10 / DRAMA

by Ms Emma Churchland

PAGE 12 / SPACE CAMP

by Ms Stephanie Johnson

LETTERS We attended the School’s Parent-Teacher Night recently and we felt we should comment on how impressed we were by the calibre of BGGS teaching staff we met. The teachers demonstrated remarkable perception of our twin daughters. The diligence and effort to understand and work with their very different personalities and learning styles was much appreciated.

SUZANNE AND ANDREW WELLS (CURRENT PARENTS)

We attended Queensland Symphony Orchestra’s Latin American Gala on Saturday evening and were fortunate to see the performance by the BGGS girls. They fitted faultlessly within the Orchestra and performed to the highest level.

What a wonderful experience for them all and a great initiative by the School to partner with QSO. FRAZER MOSS (CURRENT PARENT) Oh, what an incredible honour to receive an OAM and so very much deserved. Mrs Harvey-Short, your legacy lives on in so many women around this nation. I reflect on my days as a Grammar student on a regular basis. You prepared us with the perfect balance of nurturing and resilience development. Thank you so much!

JANE WORME (ASCOUGH, 1997)

PAGE 14 / AWARDS AND RECOGNITION

PAGE 15 / PRESENCE OF MIND

by Mr Donald Pincott

The atmosphere at Open Day was lovely and it gave the girls a great insight as to what they’ve got to look forward to.

BELINDA SIDDLE (FUTURE PARENT)

PAGE 16 / GAME, SET, MATCH: TENNIS AT GIRLS GRAMMAR

by Dr Pete Jenkins

PAGE 18 / GAZETTE GALLERY

PAGE 20 / A YEAR OF MILESTONES FOR THE BGGS COMMUNITY

by Mrs Susan Playford

PAGE 22 / CREATING EXCEPTIONAL FUTURES

by Ms Georgina Anthonisz

PAGE 24 / GRAMMAR WOMEN

by Ms Antonia Swindells

PAGE 26 / MAKING THE PAST PRESENT: 120 YEARS OF THE OGA

by Mrs Julie Caton

PAGE 27 / A HISTORY OF STAINED-GLASS ART

by Ms Lorraine Thornquist

PAGE 28 / OPEN DAY 2019

Front cover: View of the Cherrell Hirst Creative Learning Centre on Open Day 2019.

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FROM THE PRINCIPAL

AUTHOR

Ms Jacinda Euler Principal One of the most widely read books of 2018 was Yuval Noah Harari’s 21 Lessons for the 21st Century, in which he wrote: ‘Humankind is facing unprecedented revolutions, all our old stories are crumbling, and no new story has so far emerged to replace them. How can we prepare ourselves and our children for a world of such unprecedented transformations and radical uncertainties?’

Clearly, the role of education is fundamental in developing understanding about our complex world, our shared humanity and the importance of hope for the future. And while we would never underestimate the pragmatic importance of preparing young women to enter their lives beyond school alert to workplace realities and prepared for their chosen careers, in a society that is increasingly transactional and focused on ‘getting us somewhere’, it is important to remember that some of the most valuable ways to spend our time, particularly in adolescence, are not necessarily focused on vocational goals. The insights gained through

explorations of the stories and universal themes of great works of art or literature, for example, and the reasoning skills developed in a well-rounded, liberal education may actually contribute more over the course of a life than too narrow a focus on what might bring more immediate economic or material success.

Education is a humanising process and all subjects, if rigorously and sensitively taught, offer opportunities for the girls to explore aspects of themselves and to develop an informed and thoughtful response to the challenges and beauty of life. I hope that by providing stimulating learning experiences in every subject BGGS offers, such as those explored in this edition of Gazette— English (page 3), Ancient History (page 2), Physics (page 4)—or as revealed in the reflections on some of our extracurricular activities—Drama (page 10) and Tennis (page 16)—Grammar girls learn to be intelligently discerning in a complex world, and confident to actively shape it. They will emerge from a tradition of pioneering women who have understood the value of an excellent education, lifelong friendships and a life well-lived— whatever the ‘radical uncertainties’ that lie ahead.

SPRING ISSUE / 2019

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FROM THE ANCIENT HISTORY CLASSROOM

AUTHOR

Dr Rashna Taraporewalla Head of Ancient History In 1828, Jean-François Champollion, a French historian credited with deciphering Egyptian hieroglyphics, came across a puzzling scene painted on the walls of a mortuary temple on the west bank of the Nile. Clearly depicted were two Egyptian kings, but the meaning of the accompanying wall texts eluded him—the text used grammatically feminine nouns to describe one of the kings, who was standing in a superior position to Thutmose III, the great warrior pharaoh regarded as the ‘Napoleon of Ancient Egypt’. It would take scholars some 50 years to identify this figure as Hatshepsut, the Queen who styled herself as King. Though an attempt was made to obliterate her memory in the years after she died, Hatshepsut is now remembered as the woman who defied tradition and successfully ruled Egypt as pharaoh for two decades during one of its imperial acmes, the Eighteenth Dynasty.

In the Ancient History classroom during Term 3, Year 11 students attemped to solve the many mysteries which remain unanswered about the reign of King Hatshepsut.

Many centuries after her death, the lenses through which we understand this individual can both illuminate our path and obscure it. Was Hatshepsut an early example of a royal cross-dresser? How was Hatshepsut able to seize the throne, and why was she allowed to rule for so long?

Focusing upon this fascinating personality, our young Egyptologists are exploring issues that remain relevant and timely today—must a woman act like a man in order to succeed? As a female leader, is it enough to demonstrate success and competency within a system that remembers great men but glosses over great women?

How, and why, are women silenced within patriarchies?

Year 11 Ancient History students, Esme Carr (11M) and Morgan Trevisiol (11L), in the classroom

Statue of King Hatshepsut, circa 1479 – 1458 B.C.

Hatshepsut does not present easy answers. We must return to the evidence and attempt to free ourselves of historical embellishments. The daughter of one pharaoh and widow of another, Hatshepsut first tasted power as regent for her two-year-old stepson Thutmose III. Later, Hatshepsut assumed the role of co-ruler alongside Thutmose III with unimpeded powers. Shortly after, she chose to be portrayed wearing male attributes of pharaonic power— the distinctive headdress and ceremonial beard—while performing tasks which were usually the prerogative of kings alone.

By all accounts, Hatshepsut’s reign was prosperous, fostering a prodigious output of innovative art and architecture, and yet for centuries she was forgotten.

After she died, Thutmose III undertook to eliminate all traces of her image as King, erasing inscriptions, smashing statues and rewriting history with such fervour that it was not until the nineteenth century that her existence was re-established by historians. At first, male Egyptologists who could not reconcile Hatshepsut’s power with her gender viewed Hatshepsut as a wicked stepmother who manipulated the privileges of a regent to claim unimpeded power—how else could the ferocity of Thutmose III’s attack upon her memory be explained? More recently, this image of Hatshepsut was corrected when it was recognised that it took Thutmose III 20 years after Hatshepsut’s death to violate her monuments—hardly an act of revenge. In studying this woman so seemingly far removed in time and place from their daily lives, students learn lessons about the nature of power and legacy from a truly remarkable woman of the Ancient World.

GRAMMAR GAZETTE

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GRAMMAR GOES GOTHIC

The 2019 Year 11 cohort is the first group of students to be able to study the new subject of Literature, AUTHOR AUTHOR introduced to Queensland classrooms this year. So Ms Jo Genders Miss Meghan Parry far, students have been exploring Australian Gothic Director of English Head of Literature in Picnic at Hanging Rock, and Oscar Wilde’s classic, The Picture of Dorian Gray, has been the inspiration It seems the world has gone mad for spooky stories: for multimodal work, which brings old themes to new Frankenstein is back in fashion; Stranger Things’s audiences. In our Literature classroom, Dorian has supernatural themes have young and old captivated; escaped the confines of his painting and has landed on and Sansa Stark from Game of Thrones has become a Instagram, Snapchat, and WhatsApp. In creating their Gothic heroine for the modern age. The fascination with own stories, our littérateurs have dealt with demons what lies beneath keeps us guessing: Is the Thane of and manipulated modern ghosts to learn, and teach, Cawdor to be trusted? Are the gum trees really calling important lessons. us? What is all that noise in Mr Rochester’s attic?

We are studying these texts not because they are fashionable again—though we do like to think ourselves Gothic texts are not new to us at Girls Grammar. couturiers—but because one of the main themes of Macbeth has long been part of our literary repertoire— Gothic fiction is that things aren’t always what they madness, murder and, of course, witchcraft, make for seem. At Girls Grammar, we want girls to be curious— exciting analysis. This year, the English Faculty has to seek to find truth. The critical thinking that Grammar expanded our exploration into the world of the Gothic girls have been doing in English and Literature novel and Year 12 students have been dabbling in classrooms arms them with the skills to engage with perhaps one of the most iconic Gothic novels of all time—Charlotte Bronte’s Jane Eyre. ideas, ask difficult questions, and look beyond the façade.

Multimodal work of The Picture of Dorian Gray by Grace Clarke (11B), reimagines how characters might express themselves through social media if they were alive today

Multimodal work by Lucy Klose (11E) explores how Sybil Vane is robbed of her autonomy, reinterpreting the proposal between Dorian and Sybil as a ‘collaboration’ and framing it in the context of today’s social media influencer phenomenon

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INSPIRING YOUNG PHYSICISTS scientists, discuss their problems and solutions with their peers, and write their own reports. With no pre-expected answer, the student ‘finds new knowledge’. Knowing they will need to discuss their findings in competition means they must work in a disciplined way. To be involved in an international competition provides a clear, personal motivation.

AUTHOR

Mr Alan Allinson Head of Physics A physicist is someone who seeks to understand the natural world and ‘find new knowledge’. Physicists are driven by curiosity, committed to accuracy, and thrive on using their skills of logic and rigorous investigation to make the unknown, known.

At Girls Grammar, once students have a fundamental grasp of essential concepts of physics, they have the opportunity to apply their understanding in an authentic way to make their own discoveries. They are given the freedom and confidence to practise science as professionals do; this develops their appreciation of the process of science.

Having worked at Brisbane Girls Grammar School for more than 24 years, I have witnessed many changes in educational theory, pedagogy and curriculum practice. While Science teachers were traditionally ‘walking textbooks’, and assessment was confined to examinations, over the past decade, educational theory has embraced more interactive inquiry-based learning, which has been shown to produce deeper, more transferable, lasting knowledge in students.

One constant during this time has been the School’s encouragement of teaching staff to find innovative ways to extend and inspire student learning beyond the curriculum.

The International Young Physicists Tournament (IYPT) was created to foster scientific research and improved international communication in Physics. I was introduced to the IYPT in 1998 when I led a team of five girls to the 11th competition, held in Germany. The School has supported students to enter the competition ever since.

Each year, we encourage Year 9 and 10 students with a strong interest and aptitude for physics to enter the Junior Young Physicists Tournament (JYPT). JYPT introduces students to the IYPT process through a tournament featuring schools from Australia and New Zealand.

Brisbane Girls Grammar School is the IYPT Member Organisation for Australia and we organise the IYPT Australia Challenge as a competition to select the Australian team to represent Australia in the IYPT. We invite students from Years 10 and 11 to join a BGGS team and we particularly encourage students from JYPT to extend their involvement with the IYPT process.

In preparation for the IYPT competition, students spend a quarter of their year researching open-ended problems.

They research or develop a theory, design experiments to test that theory, keep their own journals, converse with

The unique nature of the Tournament provides an ideal method of introducing inquiry-based learning into secondary schools and stimulating a greater interest in, and understanding of, the nature and purpose of science.

In 2019, Year 11 student, Ashley Zhang (11O), represented Australia in the IYPT in Warsaw, Poland. She joins a long line of Girls Grammar physicists who have experienced success in the competition, and most importantly, discovered a lifelong love for physics.

• Fifty-five students from Brisbane Girls Grammar School have represented Australia in IYPT since 1998 • Girls Grammar competitors have finished in the top 10 at 10 competitions • A team including Girls Grammar students Antonia Morris (2007) and Kathryn Zealand (2008) won the IYPT competition in 2007, held in Korea

Ashley Zhang (11O)—2019 IYPT Representative ‘I really enjoyed the “physics fight” structure of the IYPT. ‘Investigating three problems was a long process. To begin with, I completed preliminary research by reading papers and watching videos on the phenomenon.

‘When I understood the basics of the problems, I set up an experiment to investigate them during lunchtimes in the Physics rooms.

‘I then analysed the data to create graphs, and had help from friends to complete the experiments. This process involved using analysis software to mark points and measure velocity, displacement and radii.

‘The final step was to create a PowerPoint to present the experimental results, as well as the physics behind them. Trying to explain the problems in a PowerPoint was arguably the most difficult part of the preparation. I met with Mr Allinson at lunchtime quite frequently to sort out what physics was behind the problems.

‘My favourite aspects of the competition were meeting new people, the physics jokes and exploring the Science Museum with other physicists. I also discovered that physics is a universal language, like mathematics, and that it’s easy to communicate with someone using physics.’

GRAMMAR GAZETTE

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Ashley Zhang (11O) with the 2019 Australian IPYT team.

Ashley Zhang (11O) presenting her solution to an IYPT problem

Ashley Zhang (11O) with the 2019 Australian IPYT team

ALUMNAE SUCCESS

Kathryn Zealand (2008)

Dr Victoria Ling (2001)

Rapid Evaluation team, Google X

Haematologist and Medical Research Scientist

‘The IYPT was the single greatest thing I have ever done. We had the flexibility to design our own experiments and follow our interests. There was a community who would meet at lunchtimes and after school to bounce ideas off each other.

‘The IYPT experience was the academic highlight of my Grammar years. It was an invaluable opportunity to be part of a team representing the School and the country.

‘Mr Allinson had an incredible impact on my life and career. His love of physics, coaching style and humour sparked my love of science.

‘I now work at X, Google’s cutting-edge research company in California, and believe I have the best job in the world. I investigate breakthrough technologies to determine if they can be harnessed to solve our world’s most pressing challenges, from new sustainable food or energy systems, to re-imagining public transport.

‘My day-to-day work is a lot like solving an IYPT problem, just with higher stakes, a larger team and longer time horizons. I still thrash out equations on a whiteboard, accidentally ruin lab equipment, and talk to incredibly talented people from around the world.

I can think of no better preparation than the IYPT.’

‘I gained skills in hypothesis generation and testing, research and linking together a coherent set of arguments to support a proposition.

‘Clinical medicine and medical research involves tackling problems in a considered, thorough and logical manner, similar to the competition. It is important to recognise your own and others’ strengths and weaknesses, and these teamwork skills developed through the competition have had widespread application in my career and studies.

‘My greatest academic achievement since leaving school was recently completing my PhD—not just receiving the qualification, but conquering the challenge of juggling study, career and personal life over several years. With the support of others around me, it was finally completed and the achievement really epitomised what Grammar is about: Nil sine labore.’

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SPEAKING UP AND SPEAKING OUT Grammar girls are actively encouraged to raise their voices—to contribute confidently and advocate for a more just world.

A valuable way to foster confidence and effective communication skills is public speaking. The School encourages participation in the Rostrum Voice of Youth Public Speaking Competition and in 2019, Lara Triscott (11H) and Charlotte Zeljko (11W) qualified to compete at the Queensland state final competition in the Senior division.

Lara has found that participating in Rostrum competitions, which she has been doing since Year 7, has supported her performances in Drama. Charlotte has been involved in multiple activities that require her to speak to a crowd, including musical theatre and United Nations Youth programs, all of which require skills she practised and enhanced through public speaking competitions.

‘At each Rostrum competition, I hear incredible speeches by people my age, discussing how to solve problems I’ve never heard of. Everyone has a different insight and perspective on a topic and it’s inspiring to compete against a group of people who are such forward thinkers.’

Lara Triscott (11H)

‘Public speaking has allowed me to articulate my opinions on topics that I am passionate about in a way that is engaging and easy to understand.’

Charlotte Zeljko (11W)

Lara Triscott (11H) presenting her speech

GRAMMAR GAZETTE

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The following excerpts are from student speeches written for the Rostrum Voice of Youth Public Speaking Competition, 2019, on the theme ‘Epidemics’.

A MODERN EPIDEMIC

By Charlotte Zeljko (11W) Contentment. Isn’t that something those hippy groups of yoga instructors up on a mountain strive for? Don’t get me wrong, being content sounds alright I guess, but I’m sure you would all agree with me in saying that I don’t want to just be content; I want to be happy. If you could choose between being content and being happy, you’d choose happy every time, right? … Kim Kardashian tells us that if you purchase Flat Tummy Tea then your life will be just as good as hers and Nike would have us believe that all the cool kids are wearing their sneakers and you should be too. So, with all this emphasis on happiness, and with clear directions on how to get there, why aren’t we all skipping around a beautiful field, metaphorically speaking, high on life all the time?

Why do only three in 10 people say they are happy? Because, basically, the way we have been told to look at happiness is a sham. My theory is that happiness in itself isn’t a sham—but the modern idea of happiness certainly is, and the pursuit of it is a modern epidemic.

Contentment isn’t reserved only for those meditating on top of a mountain. It is about accepting your situation.

Nothing is forever (and that’s a good thing), and all you should be doing is making the best of what you have.

It includes embracing the hard times and understanding that you don’t have everything—and that’s OK. So, don’t make happiness your goal. Make fulfilment a goal. Make having a positive effect on the people around you a goal.

Make being content a goal. And the right kind of happiness will follow.

THE EPIDEMIC OF MAKING EXCUSES

By Lara Triscott (11H) Last summer, I stayed with my Uncle and Aunt on their cattle station in remote north-west Queensland. It is astonishing—80 000 hectares of savannah grasslands, blistering heat, massive Brahmin cattle and snakes.

On my third day there, I knew something was wrong as soon as I woke up. I could hear my Aunt downstairs—but it sounded nothing like her—shrieking, panicky, imploring. ‘YOU HAVE TO FIND HER! CALL THEM! GET THEM HERE!’ My six-year-old niece had gone missing overnight. Billabongs, dams and streams dotted the property. The worstcase scenario was unspoken.

My Aunt was begging my Uncle to call in the local indigenous trackers. These men could find anything or anybody.

They were the only chance, and everybody knew that. The problem was that my Uncle and the Indigenous leader Murandoo were long-standing enemies. The bad blood stretched for many years—inter-generational battles over sacred lands and grazing rights underpinned by the brutal scars of First Contact over 200 years ago.

My Uncle stared at my Aunt for a just a few seconds. What do you think he did? Did he make that call to Murandoo to find his daughter or did his pride force him into making an excuse?

The modern epidemic of excuses starts at the individual level. ‘I don’t have time to exercise, I’m no good at sports because my parents wouldn’t pay for private lessons’, etc. The excuse epidemic becomes a defense mechanism, masking fear or old-fashioned laziness and absolving accountability.

Did my uncle make the call? Yes, of course he did. He decided this was no time for excuses. And what did Murandoo do when he recieved that call from his sworn enemy? He had 200 years of excuses to fall back on— invasion, destruction of culture, theft of lands, alienation.

No—no excuses. Of course Murandoo came. He was there within the hour with five of the best trackers in the country. They found my niece within 3 hours, tracking her to where she lay asleep under a bush 5km away, and just 20 metres from a dam.

Murandoo made a decision and took action. Could I do this? Could you do this? We simply have to, if we want to stop the modern epidemic.

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THE BUDDY PROGRAM Buddies Amelia Pilgrim-Cowan (7O) and Sarah Pyman (12O) on the first day of School, 2019

2018). This has the potential to have significant impact on students’ emotional wellbeing, as well as academic performance and achievement.

AUTHOR

At Girls Grammar, the School’s vertical House structure, and particularly, the School’s unique Buddy Program, play a powerful role in helping Year 7 students settle into their new surroundings with confidence.

Mrs Emma Lowry Dean of Students Year 7 students entering secondary school in Queensland face numerous challenges. In a short space of time, students must learn to navigate a new physical environment, manage complex timetables and get to know a new circle of peers.

One of the most important aspects of this process is finding a sense of belonging. Research conducted at Queensland University of Technology indicates that teenagers’ sense of belonging to their school had a greater impact on the students’ mental health and wellbeing than their home life or other relationships (Cockshaw & Shochet, 2010).

According to a 2018 report by the Australian Council for Educational Research (ACER), Australian students’ sense of belonging at school is declining (De Bortoli, L.,

Incoming Year 7 students meet with their Head of House, prior to commencing at the School. Details from this meeting about girls’ interests and hobbies are then shared with Year 12 students in order to establish a suitable match between buddies. Year 12 students then make contact with their buddy prior to the start of the year, so that Year 7 students experience a warm welcome as soon as they walk into the School grounds.

Senior students embrace this nurturing leadership role, and provide help with everyday logistics, general information about the School, or tips on how to make the most of their first year. It is a privilege to hear some of the stories of generosity and friendship that come out of this orientation tradition, such as these comments from Amelia Pilgrim-Cowan (7O) and her Year 12 Buddy, Sarah Pyman (12O).

GRAMMAR GAZETTE

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Mackenzie Somerville (7H) and Abigail Clacher (12H)

Imogen Clayden-Zabik (12W) and Usha Thakur (7W)

Paige McAvoy (12H) and Yuvika Singh (7H)

Madeline Clark (12E) and Aily Chang (7E)

Zoe Ferguson (12G) and Phoebe Oliver (7G)

Lottie Levy (7G) and Asha Webb (12G)

From Sarah

From Amelia

‘We attended two leadership development days at the end of Year 11, and on the last day we chose our buddies.

‘I was so excited when I received the card from Sarah— I never get mail! I have younger brothers, but no older siblings, so it was very helpful to have someone who had gone through the School ahead of me to give me practical tips. She was amazing!

‘Amelia and I both appeared to enjoy the same subjects.

We have definitely bonded over our love of maths and science, and also our love of sport.

‘On the first day of School for 2019 I helped Amelia with some basic organisation: how to use her locker; how to setup her timetable electronically; and how to highlight all of the important parts of her timetable, so it was easy to use.

‘I have found being a buddy very different to what I expected. I thought it would be almost like being a teacher, but instead I’ve realised it’s closer to being another friend who has more experience, which I can pass down and help if needed.

I’ve loved being a buddy to Amelia and it has taught me the importance of remaining consistent in my endeavours as you can’t put in lots of effort to begin with, then slack off after a few weeks. It has taught me that leadership comes in many forms—one of which is friendship—and how to lead by example.’

‘Before I started at the School, I asked for Sarah to send me a photo, so I knew who to look out for on the first day.

I was a bit nervous about coming to the School, but I knew I would have someone there to help me.

‘I’m already looking forward to having a younger buddy of my own in Year 12.’

REFERENCES De Bortoli, L. (2018). PISA Australia in focus number 1: Sense of belonging at school. Retrieved from https://research.acer.edu.au/ozpisa/30/ Cockshaw, W. D., & Shochet, I. (2010). The link between belongingness and depressive symptoms: an exploration in the workplace interpersonal context.

Australian Psychologist, 45(4), 283–289.

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DRAMA

Senior Drama Production—Medea

AUTHOR

Ms Emma Churchland Acting Director of Co-curricular Drama Theatre has been an integral part of many societies since ancient times. The purpose of contemporary theatre is to create a shared space in which the maker and audience can co-exist.

It is a place to share ideas, stories and the human experience. It is a place to laugh, cry, ponder and, in a time of great technological advancement, a place to connect with others. Theatre has a remarkable way of immersing the audience in another world, placing them in someone else’s shoes, if only for a moment.

Brisbane Girls Grammar School’s Co-curricular Drama program offers more than just a night of entertainment for our community. The program is designed to display high-quality performance from our students ranging from Year 7 to 12. Across three productions in 2019, students work for months refining scenes and moments within their respective plays. The School’s three productions across 2019 all share a common theme—they feature strong female characters who each have their own battles to face. Taking the stage with three different themes—from the traumatic, to the scientific, to the discovery of self—all characters have something important to say.

Our first production of the year, Medea, resulted in a sell-out season, displaying our highly skilled Drama students in Years 11 and 12. Directed by acclaimed theatre maker, Noa Rotem, the students worked tirelessly to bring Euripides’ Ancient Greek tragedy into a contemporary setting. The strong chorus text was accompanied by striking physical theatre, leaving the audience in awe of the talent and discipline of the 18 students in the cast.

GRAMMAR GAZETTE

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Year 7 and 8 Drama Production—Charlie Pilgrim

Charlie Pilgrim (Or A Beginner’s Guide to Time Travel) is a story about a young girl named Charlie who wants to change the past, and in doing so creates The Mobius— a time machine. Lucas Stibbard, one of Brisbane’s most talented directors and performers, worked with Year 7 and 8 students to bring this beautifully written tale, of a young person at odds with herself, to life on the Gehrmann Theatre stage.

Senior Drama Production—Medea

The Year 9 and 10 Production, Girl Asleep, written

by Matthew Whittet and directed by Drama Teacher, Mrs Valerie Miller, centres around Greta, a 15-year-old girl who wishes to be anywhere other than where she is. But, like every teenager, she must wake up at some point. A fantastical and hilarious story of a girl growing up in the 1970s, this production will treat audiences to a night full of fun and laughter.

Year 9 and 10 Drama Production—Girl Asleep

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SPACE CAMP

AUTHOR

Ms Stephanie Johnson Science Teacher During the June/July holidays, 35 intrepid students from Years 9 to 12 embarked on a ‘mission’ to Space Camp: a destination that allowed girls to explore the mysteries of Space as well as the potential opportunities that await them in aeronautical, astrophysical and engineering fields.

Since 1992, more than 380 Girls Grammar students have participated in the world-renowned residential camp, hosted at the United States Space and Rocket Center in Huntsville, Alabama. Over the decades, programs have changed to reflect NASA priorities—although camps in recent years have emphasised Mars exploration, the tasks students performed in this visit focused on missions to the Moon, following the announcement of Project Artemis, a US policy directive aimed at creating a sustainable human presence on the Moon.

Students participated in one of three programs—Space Academy, Advanced Space Academy or Aviation Challenge: Mach III—and were introduced to a range of aspects of space travel, air-force training and mission coordination. Each of the programs required students to apply their mathematic and scientific skills to real— and often dramatic and time-critical—situations and scenarios.

Students in the Space Academy and Advanced Space Academy programs participated in astronaut training exercises such as the 1/6th Gravity Chair and neutral buoyancy Underwater Astronaut Trainer. They completed

engineering challenges that involved designing, building and launching a team rocket before safely recovering its payload, and team-building activities in preparation for a simulated space mission to the Moon.

Aviation Challenge participants completed field training focussed on discipline and attention to detail in survival situations. They used state-of-the-art F18 cockpit simulators to test and enhance their jet-handling skills, developed teamwork and decision-making skills when using Unmanned Aerial Systems (UAS) simulators to plan missions, and provided real-time data to a command centre during a mission. Their program culminated in a tense head-to-head competition between flight teams, in pursuit of the title of ‘Top Gun’.

Beyond Space Camp itself, the group visited many other cultural sites and attractions. These included: the Kennedy Space Center and Magic Kingdom in Orlando, Florida; Arlington National Cemetery, the Lincoln Memorial, The White House and the Newseum in Washington DC; and Alcatraz, Fisherman’s Wharf and the Golden Gate Bridge in San Francisco.

Students conquered many unfamiliar frontiers, both physical and metaphorical: travelling with a large group of peers; encountering and collaborating with students from around the world; and managing their health and wellbeing while being away from their home and family.

The trip was a powerful opportunity to build resilience and interpersonal skills while exploring new scientific concepts and ways of understanding history and culture.

GRAMMAR GAZETTE

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Sophie Lucas (10O): ‘I played the role of ‘RIO’ (Radar Intercept Officer) in our missions. This meant I had strict rules and regulations to follow in order to direct the pilot through a safe take-off, landing and combat mission. As I am a very methodical person, being in charge of all the necessary procedures was very satisfying.

‘The camp allowed me to develop skills such as teamwork, communication and being able to keep calm during stressful situations. These are skills I have already learned at Girls Grammar, however they were extended, tested and extended again under intense circumstances.

One key test of our skills was a kidnapping exercise known as FTX where we had to work as a team, in the woods, under the darkness of night with the added stress of having to be silent to hide from our ‘enemies’—all the while trying to accomplish our mission successfully.’

The Space Camp group at the Kennedy Space Center at Cape Canaveral, Florida

Sophie Lucas (10O) in a Shuttle Cockpit

Jacqueline Yen (10H) at Mission Control

Isabella Peters (9E) ready to launch her model rocket at Space Camp

Audrey Lusk (10E): ‘Altogether, the six-day program was an amazing experience—from meeting new friends to active outdoor learning activities—however, my favourite parts were the missions and games we played in the cockpit flight simulators.

‘I had never done anything like it before; we immersed ourselves in highly realistic technology, which challenged me greatly and opened up a whole new world of interest.’

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AWARDS AND RECOGNITION The School’s students, alumnae and staff excel across myriad areas of study, career and community.

The following individuals are to be congratulated for their extraordinary efforts, which have been recognised by a range of independent organisations.

Molly Tjelder (11O) and Yi Ran Sun (11H) entered the Under-23 Division of the 2019 International Sumi-E (brush painting) Calligraphy Competition held in Tokyo.

Both students were shortlisted, and their works were displayed as part of the exhibition held at the National Art Centre in Tokyo in June.

Nadia Robertson (11L) was awarded one of two Goethe Institut scholarships for Queensland students in 2019, winning a four-week study and cultural trip to Germany during June.

Emily Flanagan (11E) was offered one of two Mittelheuser Internships in July 2019 with the State Library of Queensland.

Elizabeth Moss (12E) represented Australia in the Oceania Athletics Championships held on 25 June in Townsville, placing third with a High Jump of 1.65m.

A number of past students were selected to represent Australia in Water Polo Squads: Gabi Palm (2015); Lydia Pascoe (2016); Emily Powell (2016); and Abby Andrews (2017).

Minna Atherton (2017) won a silver medal in the 100m Backstroke and a silver medal in the 4x100m Medley Relay at the Fédération Internationale de Natation (FINA) World Aquatics Championships in South Korea in July.

Ashleigh Hockings (2017) made history as the first female coxswain of a King’s College VIII competing in the Henley Royal Regatta in Henley-on-Thames in July.

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PRESENCE OF MIND

AUTHOR

Mr Donald Pincott Head of Visual Art School Mindfulness Facilitator The School’s Mindfulness program seeks to provide meaningful tools to combat the many pressures adolescents face: the lure of ‘busyness’ and over-commitment; academic pressures; perfectionistic tendencies; and other common stressors of modern life. Embedded throughout classes and activities across the School, mindful

‘I sometimes use mindfulness before an exam and before I start studying to calm me down so I can get into what I am doing. I usually just breathe in deeply for five counts then breathe out for five counts.’

Year 8 student

‘I thoroughly enjoy the mindfulness sessions that we have taken and I find them very helpful in reducing stress.

They allow me to take time to think about the important things in my life and to be grateful.’

Year 10 student ‘I often use mindfulness to get through a particularly difficult swimming or rowing session. By focusing on my breath, I find it easier to get the most out of what I am doing.’

Year 10 student

practices encourage girls and staff to pause and be present, and become conscious and aware of our experiences and the opportunity to choose how we respond. These skills are shown to have immediate and ongoing benefits to the social and emotional wellbeing, and academic outcomes for adolescents (Hennelly, 2011).

After careful consideration and rigorous training and development for staff, the School launched its .b Mindfulness program in 2015. In 2019, the School’s growing team now comprises five trained Mindfulness facilitators. Since its beginnings, students and staff have regularly praised the program as an effective and easy way to bring a sense of calm to any situation, and celebrate the good things in life.

‘When I’m studying and I have finished my time with a subject, I will do a .b or finger breathing exercise as I transition to studying another subject as it helps my concentration. It also helps my brain just to rest for a little bit so I’m able to study for longer!’

Year 11 student ‘I have practised daily for the past few weeks and truly feel the benefits. I am thankful that mindfulness is embraced as a fundamental focus in student and staff care.’

Head of House ‘In society generally, we seem to have lost the ability to “think slowly and clearly”, to connect with our deeper self, and I believe mindfulness offers an antidote.’

Teacher

REFERENCES Hennelly, S. (2011) The Immediate and sustained effects of the .b mindfulness programme on adolescents’ social and emotional well-being and academic functioning. Retrieved from http://mindfulnessinschools.org/wp-content/ uploads/2013/03/Immediate-and-sustained-effects-of-dot-b.pdf

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GAME, SET, MATCH: TENNIS AT GIRLS GRAMMAR The Junior B 2018 team: Ayesha Khagram (8G), Natasha Miric (8O), Tia Fitzpatrick (9M) and Madeleine Cray (9G)

AUTHOR

Dr Pete Jenkins Tennis Coordinator In 1884, Lady Principal, Miss Sophia Beanland, introduced tennis to Girls Grammar to provide girls access to physical education, and its myriad benefits, as part of the School’s broad, liberal education.

More than 135 years later, tennis remains a popular sport for Grammar girls who relish the opportunity to combine individual and team sporting pursuits.

In 2019, more than 50 Grammar girls participate in the School’s Tennis program, led by Captains, Constance Gentner (12G) and Samantha Smart (12L). Under the guidance of Head Coach, and former professional tennis player, Mr Rob Smeets, and the School’s coaching team, girls train once a week to develop their skills. While the School has a number of players who compete and achieve exceptional results in representative tennis, many girls play the sport purely for their own enjoyment.

We know all too well the ability sport has to positively influence academic results, and that the competition

and challenge sport offers can instil values and skills in our students that stay with them for life. The heightened connection to social groups that sports can provide is perhaps the most profound attribute of the School’s Tennis program. There is a real sense of camaraderie between the girls who play tennis and this connection is most evident by the number of past students who return to the School to coach.

This year, Ms Josie Dooley (2017), Ms Ayesha Kumar (2017), Ms Starr Lee (2017), Ms Annabel Ryan (Head Girl, 2018) and Ms Madison Satyasiv (2017) have joined the School’s coaching team. A former House Sports Captain, Service Captain, Tennis Captain, Head Girl and School Sports Captain respectively, these young women have a strong understanding of the School culture and Tennis at Girls Grammar.

Their experience of the program allows them to impart their knowledge and wisdom to girls both on and off the court. Players are excited to be coached by girls who they consider role models, and it allows them to be mentored by women who share common values and support their physical, mental and social wellbeing, while continuing the School’s legacy of empowering girls to become fine sportswomen.

Coach, Ms Annabel Ryan (Head Girl, 2018), has found being involved in the Tennis program has allowed her to

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Lucia Kakourakis (7O) and Mia Hamilton (9L), Junior C team

Coach, Ms Annabel Ryan (Head Girl, 2018), and her sister, Emily Ryan (8E)

Ayesha Khagram (8G), Junior B team

remain connected to Girls Grammar and give back to the School after her time as student.

Team participation is often cited as an important aspect to develop leadership skills. The ability to perform under pressure, solve problems, meet deadlines, set goals, handle success and failure, receive feedback and work in a group are all important social influences that can play an instrumental role in leadership development (Wright & Cote, 2003).

‘Coaching BGGS Tennis is a very rewarding experience.

Each fixture is a reminder of the long-standing tradition of the Tennis program as one of the longest running QGSSSA sports. As a coach, not only do I love my interactions with the girls, but also the opportunity to witness the creation of lasting memories, which as an old girl, I hold very close to my heart’.

While traditionally an individual sport, the structure of the Queensland Girls Secondary Schools Sport Association (QGSSSA) Tennis competition allows girls to train and compete in teams, and play singles and doubles matches at weekly fixtures.

Year 8 student, Emily Ryan (8E)—winner of the 2019 Millisent A. Wilkinson Bequest for School Tennis Champion, and Annabel’s sister—regularly competes in representative tournaments outside of the QGSSSA competition but enjoys the opportunity to play within a team at School.

‘The Girls Grammar Tennis program has already formed a great part of my schooling experience. It is very rare for a tennis player to be part of a team, and I love how the School’s program provides the opportunity for me to compete with my teammates and friends’.

Tennis Captain, Constance Gentner (12G), says being involved in the Tennis program has also allowed her to develop her interpersonal abilities and verbal interactions in addition to strengthening her leadership skills.

‘I have learned so much from playing Tennis at Girls Grammar. Being part of such a supportive community has enabled me to build connections with girls across each Year level and develop leadership skills that I am sure will be useful in my future.’

REFERENCES Samarasinghe, N. Khan, A., McCabe, E. & Lee, A. (2017). Does Participation in Organized Sports Influence School Performance, Mental Health, and/or LongTerm Goal Setting in Adolescents. Journal of Adolescent Health, 60 (2), 571.

Wright, A. & Cote, J. (2003). A Retrospective Analysis of Leadership Development through Sport. Human Kinetics Journal, 17, 268-291.

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GAZETTE GALLERY The Visual Art program at Brisbane Girls Grammar School provides girls with the opportunity not only to master creative skills, but also to collaborate, think laterally and imaginatively, and engage with the philosophical underpinnings of the discipline.

This edition of the Gazette Gallery showcases work created by students during Semester 1 2019.

Skull Spiral, Nellie Osmani (11M)

Mandala, Charlie Howard (7G)

Mandala, Yi Chen (Cathy) Lin (7W)

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Mandala, Phoebe Oliver (7G)

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Experimental sculptural work, Eleni Karanicolas (11H)

Autopsy of a Perfect Woman, Isabella Nye (12O)

Experimental sculptural work, Sally Hallahan (11O)

Stringed Beloved, Yamuna Pillai (9W)

Armageddon, Sarah Mangos (12G)

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A YEAR OF MILESTONES FOR THE BGGS COMMUNITY

AUTHOR

Mrs Susan Playford P&F Association President Anyone involved in the Brisbane Girls Grammar School P&F Association will know the old adage certainly rings true: we can accomplish significantly more together than we could ever hope to achieve alone.

Through essential, on-the-ground support as well as through funds raised, the P&F and Parent Support Groups have continued to work with the School to ensure that Grammar girls have access to exceptional opportunities.

During Term 3, the Rowing Support Group joined the School in hosting a truly memorable Head of the River regatta, the Music Support Group supported six key performances at the School and other venues, the Fathers Group hosted the Father and Daughter Dinner, and the Mothers Group held their magnificent Spring Lunch at

Howard Smith Wharves. And of course, the P&F, through all of its support groups, was strongly involved in Open Day through various stalls across the campus.

In 2019, the P&F was particularly honoured to thank BGGS staff for their dedicated support of our daughters as they prepared for the final Queensland Core Skills (QCS) Test. Over a well-attended morning tea, parents had the chance to thank teachers for their extraordinary efforts in preparing Grammar girls for these tests over many decades.

I am honoured to be surrounded by such energetic and passionate volunteers and, as we approach a new year, I look forward to meeting new parents who will undoubtedly enrich our community with their own unique expertise and enthusiasm.

Architect’s impression of the Fathers Group pavilion to be constructed at Marrapatta Memorial Outdoor Education Centre

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Mothers Group: Spring Lunch

Fathers Group: A new shelter for Marrapatta

BGGS Parent groups have a strong history of raising funds for significant projects at the School. First held in 1979 and celebrated annually since 2006, the Mothers Group Spring Lunch has sought to raise funds for an area of need.

In 2019, the Mothers Group hosted the School’s largest Spring Lunch in its history in support of the Exceptional Futures campaign, with funds raised being directed to the Health and Physical Education Recreation (HPE) space within the new Science Learning Centre, currently under construction.

During 2019, the Fathers Group have worked with the School to provide a new sheltered learning space at the School’s Marrapatta Memorial Outdoor Education Centre (Marrapatta). The lightweight, timber pavilion will be a helical nonagon shape, with the roof resting on nine supporting columns. Each column will represent one of the School’s nine Houses and incorporate its House colour.

Due to be completed by 2021, the Science Learning Centre will offer HPE facilities that have as yet not been available, such as a large, covered area suitable for activities ranging from basketball through to lunch-time play, and an outdoor classroom equipped with cutting-edge technology and teaching tools.

At the 2019 Spring Lunch, Girls Grammar mothers enjoyed a three-course meal at Howard’s Hall, within the Howard Smith Wharves precinct on the Brisbane River. Over lunch, they heard from Director of Health and Physical Education, Mr Stephen Fogarty, who shared the power of the Girls Grammar community in bringing many important facilities to fruition over the past 17 years.

The Mothers Group was proud to raise $29 000 for the HPE space. Thank you to all attendees for their generous support of Girls Grammar’s new HPE space.

The striking learning space will provide an all-weather shelter near the Stamford Challenge Ropes Course, as well as offering a covered cooking area for campsites in the area. Designed by PDT Architects, the form draws inspiration from Australia’s unique flora and fauna, and reflects the natural environment in which it will reside.

With construction commencing early in 2020, Grammar girls will be able to make use of the structure from midnext year.

The Fathers Group has a long history of engagement with Marrapatta, hosting three working retreats at the campus each year. The Group is delighted to partner with the School to continue to enhance the Marrapatta site, and provide innovative and inspiring spaces for Grammar girls to maximise their Outdoor Education experiences.

The P&F stall at Open Day: Dr Cate Campbell; Principal, Ms Jacinda Euler; President of the P&F Association, Mrs Susan Playford; and Mrs Nicola Hill

The Fathers Group Open Day BBQ

Mothers Group Spring Lunch at Howard Smith Wharves

Mothers Group Spring Lunch at Howard Smith Wharves

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CREATING EXCEPTIONAL FUTURES

AUTHOR

Ms Georgina Anthonisz Director of Development Inspirational educational facilities assist teachers to engage and challenge students in interesting ways, encouraging Grammar girls to achieve their full potential.

The School’s new Science Learning Centre will transform science education at Girls Grammar, preparing the next generation of women to tackle and solve 21st century problems as creative thinkers, innovators and pioneers.

Income from tuition fees covers operating and general costs, while philanthropic giving continues to enhance our School and the learning experience for all students.

Over the past few months, we have witnessed an extraordinary personal commitment from members of our community towards the Exceptional Futures campaign.

Following early support from parents, alumnae and support groups, we are over halfway to our goal. The School has been able to commence building works with confidence and the Science Learning Centre is scheduled for completion by December 2020.

It is inspiring to see our community come together as the Exceptional Futures campaign continues. Collectively we can make a difference, and each gift of every size makes an impact on the future of girls’ education.

JOIN OUR WALL OF THANKS A very special Wall of Thanks, in the form of the Periodic Table, will be located in the Science Learning Centre. Donors have the opportunity to support the campaign with a gift in one of four donation tiers and choose an element in the Periodic Table.

For more information about the Exceptional Futures campaign, or to discuss supporting a particular element in the Wall of Thanks—Periodic Table, please contact Director of Development, Ms Georgina Anthonisz, phone 07 3332 1383 or via ganthonisz@bggs.qld.edu.au.

Architect’s impression of the Science Learning Centre

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SUPPORTING THE ESSENTIAL ELEMENTS

Mr Len and Mrs Melissa Kolff van Oosterwijk

Dr Joan Lawrence AM (1951)

Current parents

Alumna

Len and Melissa Kolff van Oosterwijk are both exploration geologists. Their belief in the importance of science prompted them to support the Science Learning Centre, and they chose to acknowledge their donation with the element of Iron (Fe).

As a Grammar Woman, Dr Lawrence believes in supporting excellence in education for young women.

Growing up in Far North Queensland, Dr Lawrence held the position of Head Boarder in 1951.

‘Iron is a significant part of our professional careers,’ Len and Melissa said.

‘It has allowed us to appreciate the world from a different perspective having worked on iron ore projects in West Africa, Australia and Brazil over many years. Iron has played an integral role in the advancement of humankind from the Iron Age through to the Industrial Revolution; it continues to be essential in our everyday lives and the world around us.

‘Everybody deserves the chance to study science.

Our daughters are very excited to see the Science Learning Centre come to fruition; it will be a stimulating learning environment and a rewarding building for BGGS, including its students and alumnae.’

‘Brisbane was two days away by train so it was unusual to go all the way to Brisbane for school. But, I always wanted to be a boarder—after reading lots of children’s novels about the adventures of boarding school, I knew it was for me!’ Dr Lawrence said.

Science facilities were very modest during her time at the School, comprising a single building built in the 1930s, which was extended in 1964 to incorporate the current Science Block. The love of Science Dr Lawrence developed in that building led her to pursue a distinguished career in Psychiatry. In 1962, Dr Lawrence became the first person admitted by examination to the Royal Australian and New Zealand College of Psychiatrists, and she has served as an advisor to Queensland’s Mental Health Court since 2002.

As a reference to its historical significance in treating psychiatric conditions in the late 19th and early 20th centuries, Dr Lawrence chose the element Bromine (Br) to recognise her gift to the Science Learning Centre.

Dr Philip Lui and Dr Lillian Wong Current parents Dr Lui and Dr Wong feel the best way to encourage and inspire students to study Science is to encourage opportunities for experimentation.

‘The Science Learning Centre will provide a stimulating, cutting-edge environment for the future generations of Grammar families,’ Dr Lui said.

‘We hope that every Grammar girl has the opportunity to access lab equipment and foster the teamwork involved in scientific analysis.’

As medical practitioners, Dr Lui and Dr Wong felt their gift was best represented by an element that was essential to the function of the human body. They settled on Sodium (Na), an essential electrolyte that helps maintain the body’s muscle and nerve function, and maintain stable blood pressure levels.

Just as Sodium is essential to human existence, Dr Lui and Dr Wong believe that the skills of critical analysis, logical reasoning, data analysis and curiosity, fostered through the study of Science, will be essential for their daughter and all future Grammar girls, regardless of whether or not their future endeavours lie in a scientific field.

The School thanks everyone who has supported the Exceptional Futures campaign so far, and looks forward to sharing more of these stories with our School community in 2020.

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GRAMMAR WOMEN SAVE THE DATE FOR GRAMMAR WOMEN EVENTS • Grammar Women Melbourne Event—Parkside Winery Estate, Sunday 19 January 2020.

• OGA Alumnae Event—Stokehouse Q, Thursday 27 February 2020.

AUTHOR

Ms Antonia Swindells Alumnae Relations Manager

To register your attendance at these and upcoming events, visit www.bggs.qld.edu.au/events

QUEEN’S BIRTHDAY HONOURS FOR GRAMMAR WOMEN Pauline Harvey-Short (1971) has been awarded a Medal of the Order of Australia (OAM) in the General Division for service to sport and education. An exceptional sportswoman and educator, Pauline has been a long-serving staff member at the School. Pauline continues to inspire generations with the power of her example, having served—and helped to establish—organisations that promote the health and wellbeing of girls.

Katherine Hirschfeld (1977) has been awarded a Member of the Order of Australia (AM) in the General Division in recognition of significant service to engineering, women and business. A Civil Engineer, Katherine worked for BP for 20 years in Turkey and the UK, before holding the role of Executive Director of BP Australasia. Katherine is passionate about improving the representation of women in leadership and engineering, and holds many nonexecutive director roles in organisations including Queensland Urban Utilities and The University of Queensland.

GRAMMAR WOMEN: LEADERS AND GAME CHANGERS On Wednesday 28 August, Dr Alison Todd (1974) and Manuri Gunawardena (2010) addressed current students, parents, alumnae and friends of the School in an event focussed on Grammar Women leading in the field of medical innovation and entrepreneurship.

Dr Todd shared with guests the highlights of her extensive career in the translation of medical innovations to market. Responsible for developing 18 patents in the pharmaceutical industry, Dr Todd’s work has supported international clinical trials for patients with HIV, leukaemia and other tumours.

Ms Gunawardena

Manuri, who has developed a groundbreaking digital platform and startup, HealthMatch, spoke about the challenges of securing venture capital and her early success in receiving $1.3 million in capital from Australian and US industry.

REUNIONS In 2019, more than 300 Grammar Women returned to Girls Grammar to celebrate their connection to each other and the School. The classes of 2009, 1999, 1989, 1979 and 1969 enjoyed an opportunity to reconnect over canapés in the Main Building, tour the School and gain an insight into life as a Grammar girl in 2019.

Class of 1979

Class of 1989

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Class of 1999

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ALUMNAE STORIES

Dr Rosalind Crone (1998)

Ms Jane Blackwood (1979)

Senior Lecturer in History

Reserve Manager—Cravens Peak, Boulia

‘“Nil Sine Labore” is not just a motto at Girls Grammar. It pervades School life, it is taught in every activity, academic and co-curricular.

It certainly left an imprint on me—if I work hard I can achieve.’

‘Self-confidence and a vision for my future were the biggest gifts I received from School, and it took some time to realise this.’

Dr Rosalind Crone is a Senior Lecturer in History and Researcher at The Open University, a role she finds ‘challenging, innovative and hugely rewarding’. An historian of 19th century Britain, Dr Crone’s first book, Violent Victorians, explores popular entertainment in 19th century London, addressing the wide range of gruesome amusements enjoyed by ordinary people of the time, in critique of the perception of the Victorians as respectable and humourless.

Dr Crone’s next book is nearing completion, and focuses on the rise and fall of prison education in 19th century England. An expert in her field, Dr Crone has been interviewed for, and consulted by, many magazines, newspapers, and radio and television programs, including BBC program, Who Do You Think You Are? Much of Dr Crone’s career trajectory was influenced by her experiences at Girls Grammar, including teachers such as Dr Robyn Colwill who encouraged and cultivated her love of reading. However, it was the achievements of an alumna that inspired her to study at Cambridge.

‘When I was a senior, a former student who had been to University of Oxford for postgraduate study in Law visited the School and spoke to our cohort. I was mesmerised by her account of study at Oxford. It sounded like a dream and somewhere I would love to study.

‘When we found out the former student had received top marks at school, I thought perhaps I didn’t stand a chance. Still, it gave me something to aim for, and I worked hard, harnessing my passion for history, and I did it. Receiving a scholarship from the Cambridge Australia Trust completely changed the course of my life.’

Jane Blackwood is responsible for managing 233 000 ha of wilderness in Cravens Peak, located in the north-east corner of the Simpson Desert. Having previously worked on conservation projects on Cape York Peninsula, small islands north-east of Scotland and in the Kimberley, Jane is no stranger to managing extreme climates and physically demanding work.

Jane’s first step toward her career path was completing an undergraduate Science degree at The University of Queensland, a step she says was possible only through the support of her BGGS Maths Teacher, Mr Bromley, Chemistry Teacher, Miss Greet, and Biology Teacher, Mrs Sharma. She remembers being desperate to learn, albeit requiring quite individualised teaching, which her teachers provided generously.

Her varied work requires her to travel long distances to maintain and remove fencing, manage weeds and pests, and construct and fix bush camps and buildings.

Jane loves her job, and despite her isolation, says she feels supported by a close network of friends and family, allowing her to enjoy the wonders her job brings on a daily basis.

‘The wide, open, desert space, quietness and integrity of the landscape here form a part of my wellbeing. My developing understanding of the nature of Cravens Peak, and the direct way in which I can engage with trialling solutions and monitoring their success is an advantage of living on site, along with the amazing sunrises, clouds of budgerigars and usual dramas of remote living.’

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MAKING THE PAST PRESENT: 120 YEARS OF THE OGA What is particularly inspiring is to see these diverse groups of women sharing their insight with our current Grammar girls.

AUTHOR

Mrs Julie Caton (Cleghorn, 1981) President of the Old Girls Association The BGGS Old Girls Association (OGA) is the link between present and future Grammar Women—our motto, ‘Connections for Life’, underpins all that we do. Throughout its 120 years, the Association has looked to the future, ensuring that every new cohort of students feels part of its history and is supported to stay connected to the School and its students long after graduation. This connectedness may not always show itself straight away. For me, as soon as I walked back through the gates when my daughter started at the School in 2012, I again felt that old desire to become involved and make the most of all opportunities.

As a Grammar Woman, I very much enjoy reminiscing about my time at the School with my friends. We catch up regularly, and I know many of my cohort remain best friends to this day. As President of the OGA, I have the opportunity to meet and connect with every cohort of Girls Grammar graduates, as well as current students. At our events, the aspirations of ‘new’ Grammar Women, just entering the world beyond the picket fence, are shared alongside the achievements of women who left the School years and decades prior.

Along with organising and hosting alumnae and community events each year, the OGA and generations of women it represents are present and visible throughout the School’s three campuses. From campus gates, to sculptures, honour boards, trees and School buildings that have all been supported by the OGA, Grammar girls needn’t look far to feel the presence of Grammar Women who have gone before them and want to encourage them to make the most of their time at BGGS. The OGA is very proud to be making a donation to the new Science Learning Centre where a collaborative learning space will highlight the impact of Grammar Women in the Sciences.

2019 has offered many opportunities to celebrate, alongside opportunities for reflection. Connecting with past students, staff and others involved in the 1979 Christmas Creek bus accident has assisted with the ongoing healing that is necessary after such a tragedy. It can be challenging for those not involved at the time to comprehend fully what an enormous impact this had on our School community—the impact rippled out beyond staff and students to complete strangers who came to assist. Having opportunities provided by the School to reflect, cry and also laugh with each other in this 40th anniversary year has been of great benefit to so many. How fortunate we are to have a School community still dedicated to the memory of those whose lives were taken and whose lives were forever impacted.

As we celebrate 120 years of the OGA, I, along with the Committee, look forward to further strengthening our diverse community of Grammar Women.

THE OGA THROUGH THE DECADES 1899

2009

The Association was inaugurated on 16 February.

The Aere Perennius Philanthropic program was established, with the OGA making a donation.

1949 The OGA created the War Memorial Honour Board to mark the Golden Jubilee of the OGA.

1958 The OGA supported the School’s Beanland Memorial Library.

1960 The OGA made a major donation to the School pool.

1994 The McCrae Grassie Sports Centre opened, with the OGA contributing.

1997

2010 The OGA commissioned Sydney-based jeweller and sculptor Robert Clerc to create a large-scale stainless steel sculpture, Reflection, installed on the Pool Lawn.

2015 In the School’s 140th year, the OGA presented the School with new gates for the Rangakarra Recreational and Environmental Education Centre.

2017 A donation to the Bursary Fund was made.

2018

The OGA was incorporated on 26 May.

1998 A commemorative stained-glass window was installed in the Main Building to celebrate the Centenary of the OGA.

1999 The OGA commissioned a stained-glass window for the Beanland Memorial Library.

The OGA donated gates for the Marrapatta Memorial Outdoor Education Centre, to match the gates at Rangakarra.

2018 A pendant was commissioned to commemorate the 120th anniversary of the OGA.

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A HISTORY OF STAINED-GLASS ART

Metamorphous, by Ms Jennifer Andrews and Mr Warwick Blair, installed 1999

AUTHOR

Ms Lorraine Thornquist Manager of Collections One of the many elements that distinguishes the physical spaces of Brisbane Girls Grammar School is its collection of stained-glass windows. As a secular school, without a chapel adorned with religious motifs, the stained-glass windows in the Main Building and Kathleen Lilley Building are designed to prompt contemplation on the power of education for young women.

The first of the School’s stained-glass windows was a donation from the class of 1988. The window, featuring the School Badge, sits above the front doors of the Main Building.

Over the following years, the Mothers Group and Old Girls Association (OGA) were essential in building the School’s collection of stained-glass windows. In 1990, the Mothers Group commissioned a window to represent the School’s contribution to the education of girls. The window, located at the top of the central staircase in the Main Building, addresses, through symbol, the various stages of learning at the School—elements the School has pursued and maintained throughout its history.

Two further stained-glass windows were then commissioned by the Mothers Group in 1995 to celebrate the 120th anniversary of the founding of the School, depicting Principals up to 1995 and Chairs of the Board of Trustees who have given their names to School Houses.

These windows were designed and crafted by Mr Tony Vaughan and renowned artist, Ms Jude Wixon.

Following a visit to Presbyterian Ladies College in Perth in early 1996, Principal, Dr Judith Hancock, was inspired by the stained-glass window newly installed in the renovated school chapel. Understanding the importance of making art visible to students to appreciate, and leaving a legacy of art within the school, Dr Hancock developed a stainedglass window to depict the vitality and creativity of young women in their pursuit of education. Dr Hancock consulted Visual Art teacher, Ms Jennifer Andrews, to create a design, and engaged well-regarded stained-glass window artist, Mr Warwick Blair, to complete the window.

The large six-panel window—Striving—features a central symbol of an eagle to symbolise power and the drive to explore new horizons. The butterfly images suggest transformation, growth and beauty. Each butterfly’s unique appearance is a strong metaphor for the uniqueness of each student.

The window speaks to the unfolding of creativity in all students and was unveiled on School Day in early October 1997. This window was the beginning of a series designed and created by Ms Andrews and Mr Blair that explore the learning process of students.

In 1998, the OGA sought to extend the stained glass into adjoining windows in the Kathleen Lilley Building.

Metamorphous was completed in 1999 to complement Striving above the nearby stairwell. In this piece, Ms Andrews was intent on creating rhythm and movement to mirror the active themes in the Striving window. To complete the narrative and connect the two works, the Tree of Learning was designed to flank the main doors of the building.

1998 also marked the centenary of the founding of the OGA and, to celebrate, the group commissioned a stained-glass artwork for the western stairwell in the Main Building.

Again, Ms Andrews and Mr Blair aimed to create an innovative, modern window.

The finished work similarly denotes learning, with splendid jacaranda flowers surrounding a book, the symbol of knowledge. The flowers remind us of end-of-year exams— a significant stage in the life of every student. Dominated by an array of shades of purple and lavender in a field of green leaves and blue, its border arches highlight the curvature of the window as an integral part of the building’s heritage architecture.

Girls Grammar’s stained-glass windows commemorate the School’s longevity and legacy, and appropriately, reflect its core focus—to provide girls a broad, liberal education and instil in them a lifelong love of learning. They are a unique artistic feature of the School, and promise to intrigue and inspire students for many generations to come.

Stained-glass window installed in 1999 to commemorate 100 years of the Old Girls Association

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OPEN DAY 2019

GRAMMAR GAZETTE

On a crisp Friday evening in August, the School’s iconic royal blue ribbons adorned the white picket fence and ‘BGGS’ letters illuminated the forecourt of the Elizabeth Jameson Research Learning Centre as the School welcomed visitors to Open Day 2019.

Future Grammar girls commencing Year 7 in 2020 undertook a Journey of Discovery, gaining an insight into the daily life of current students by completing a range of activities, including archaeological digs at Ancient History, building a Connection Tree with Marrapatta staff and performing a short scene at Drama.

Open Day captures and celebrates the School’s essence, unique heritage and sense of community. More than 3000 current and future Girls Grammar families, staff and alumnae attended Open Day 2019, the campus abuzz with musical performances, drama recitals, sports demonstrations, and the chatter and laughter of attendees, young and old.

Whether learning about the School’s curricular and cocurricular offerings, viewing performances, sampling food options or simply absorbing the celebratory atmosphere, families enjoyed exploring the School and discovering its unwavering spirit.

Brisbane Girls Grammar School Gregory Terrace Brisbane QLD 4000 Australia T +61 7 3332 1300 F +61 7 3832 6097 E communications@bggs.qld.edu.au /BrisbaneGirlsGrammar @BGGS /school/brisbanegirlsgrammarschool

www.bggs.qld.edu.au