EYNESBURY
TIMES
TERM 2 2020 EYNESBURY TIMES // TERM 2 2020
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CONTENTS
Page 20
(PHOTO)
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3
Principal's Note
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The Push Up Challenge
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'Chip on my Shoulder'
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Together Soon Enough
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A&I Politics
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Legal Studies
15 Economics
Page 30
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'The Rain Came Dancing'
17 Poetry 18
Year 12 Citations
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Black Lives Matter
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Modern History
23 Distance 24
Year 11 Visual Art
30 Winter Warmer Wednesdays 32
'It is Nothing'
34 Drama
Page 8
35
Teacher Feature
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Where Are They Now?
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Transition Morning
Editor: Sarah Hegarty
With thanks to the students and staff who have contributed work and articles to this edition.
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EYNESBURY TIMES // TERM 2 2020
PRINCIPAL’S
NOTE T
he last few months have seen some measure of normality return to school life, with the resumption of face-toface learning for nearly all of our school community. A big thanks to all students and staff members who continue to be respectful of each other and stay as COVID safe as possible. Physical distancing as much as possible, regular hand hygiene and staying home when unwell all make a big difference!
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some powerful student writing from our English and Creative Writing students
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a beautiful reminder we will all be together soon enough, and photos of our times together on the terrace
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a special focus on the work of our talented Politics, Legal, Economics, Drama and Visual Arts teachers and students
I have also been really impressed with the strength, kindness and resilience so many people have shown in this disrupted time. I appreciate that we have all had more than our usual share of tough times this year, and seeing people reach out to others or quietly shoulder a load so that someone else doesn’t have to restores my faith in human nature. (Note to self: limit how many comments on a COVID-19 response you read on social media, as that can be remarkably effective in depleting that faith!)
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a celebration of student achievements made all the more impressive given the circumstances of 2020
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a great ‘Where Are they Now?’ feature on students from the class of 2010!I love hearing of the paths travelled since Eynesbury, and I hope you do too
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a welcome to our new students on Transition Morning.
Happy reading! I hope you enjoy reading this copy of the Eynesbury Times. Please find within:
Claire Flenley PRINCIPAL
W
hat better way to begin our return to campus after COVID-19 restrictions and remote learning, than to participate in the Push Up Challenge, an Australian
initiative, aimed at raising awareness of mental health and the tragic loss of life to suicide in Australia? Once the Eynesbury Senior College Team’s name and image was published on the Push Up Challenge website, thanks to the ever creative Sarah Hegarty, students were invited to sign up! The school had an amazing commitment from a number of students and staff. Here are some of their comments:
Why did you decide to take part?
Ruby: I like looking after my health; physical and mental. I am fortunate to have not had mental health issues, but I know other people who live with, or have overcome, mental health barriers. Having clear goals has always helped me clear my mind and by participating in this challenge I was able to raise money to support others that may have had it harder than me to look after their own mental health. Charli: I received an email from my friend Ruby inviting me to take part in the challenge and telling me that we would be raising money for Headspace. I decided I would take part as Headspace is an awesome organisation for young people! Due to an injury in my shoulder at the time, I was unable to do push-ups so instead I did squats. Due to the fact that squats are a lot easier than push ups, whilst my friends were completing around 25 push ups 4
a day (each), my goal was to complete 30 squats per lesson, making that 90 squats a day. Some days I completed more and other days I completed less. I was motivated to continue the challenge for many reasons. Michael: I decided to join because seeing the others try their best made me want to give my best to it. Sha’ila: I was heart-broken by the amount of Australian lives lost to suicide in 2018 and I wanted to take part in something that would raise awareness of the mental health of young people. I also have a friend who has suffered a mental health issue and I wanted to help others who may be suffering as well. Sandra (staff): To raise awareness for mental health. It is so important, especially this year with all that EYNESBURY TIMES // TERM 2 2020
has happened in Australia and globally. Tim (staff): It began as a personal challenge to stick to something for at least 3 weeks and support the students to take part as well. I was hoping it would give them an incentive to try and achieve more than me in friendly rivalry. I incorporated it checking in with the website in EMP as an entry point for all the support services that the PushUp Challenge website was promoting links to. Margaret (staff): I have a daughter with mental health issues. Cathy (staff): I thought it would build community, as we had spent 6 weeks in remote learning and only communicating via email and zoom.
Ruby: The first set of pushups I did was very difficult but as the challenge progressed I was able to do more pushups in a set and found them easier. I found being able to do more pushups with better form each time was very motivating, and being able to see progress in myself and my friends as they got better at their pushups. Charli: I was motivated to continue the challenge for many reasons. Not only was I doing it with my friends, knowing that I was raising money for Headspace made me continue to complete the challenge whilst having loads of fun! Sha’ila: I enjoyed doing this challenge and it helped me relax when I was stressed about school work. Also, this challenge doesn't require you to only do 'push ups' as there are other substitutes such as sit-ups, lunges and squats. All for which count in the challenge!
Do you have a mental health tip for others your age? Ruby: Don’t be so hard on yourself. No one is as perfect as the photoshopped magazines or the advertisements. Don’t compare yourself to others. You don’t need to get an A+ to prove you’ve learned something and It’s ok to have fun. Sometimes you’ll fall and sometimes you won’t be able to do something, but if you work hard and persevere you will have achieved enough.
What motivated you to keep going? Sandra: My students who did the pushups with me. Each lesson I did 10 push-ups and was joined by many students including; Yr 10: Maddie Dickens, Sarah Burden, Charli Laubsch, Jayden Wanzek, Daniel Maier, Ruby Sierp, Lauren Pettitt, Yr 11: Oliver Corfield, Blake Harder, Ken Le, Giles Mayor, Jace Nguyen, Tom (nt) Nguyen, Michael Pham, Yr 12: Rasmus Ahlgren, Max Bartlett, Jonny Daly, Tim Nguyen.
tally of the total number of pushups each day on my white board. Oliver has a fixation with multiples of 10, so the other students kept doing an odd number of pushup so that he would keep doing more. One lesson the tally was something like 297, so Oliver, after doing 50, did another 3. Then another student did one more, so Oliver jumped up and immediately did another 9. Another student got up and did an odd number again … This continued for a while until Oliver was so red faced I put a stop to it! It was really funny though. On the last day, my Yr 12’s were doing 1 armed push-ups! Margaret: I like a physical challenge, even at my age! 65 the new 25?? (Definitely not!)
Charli Laubsch was doing situps online via Zoom due to her shoulder problems. Oliver Corfield did the most by far – well over 60 during one lesson. I kept a running
Charli: Although it first comes off as only having physical benefits, being active and exercising can significantly benefit your mental health. I have never been into sports, but last year I got into exercising at home, and noticed improvements in my positivity and overall mental health. I think this is a great way for young people to maintain a positive headspace, whilst staying fit and healthy too. Michael: A mental health tip I would like to give out is you should not try to deal with things all by yourself. Friends, relatives and teachers are there to help you go through these problems. Students should not feel shy or anything when EYNESBURY TIMES // TERM 2 2020
asking for help, since that is what friends and teachers do - help each other. Sha’ila: Take care of your body and mind, which may seem simple but giving yourself time to eat, sufficient sleep, exercise on a daily basis and other things would help improve your mental health and a better mind set. Sandra: Don’t work too much.
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Tim: Get a hobby that allows you to completely focus on something just for yourself outside of work and other commitments. It needs deep concentration and some challenge – join a community of like-minded people who also do it to share and celebrate the triumphs. It is important to have something to look forward to rather the grind of the day-to-day.
Finally, when opening up to friends remember that everyone has similar problems and issues and more than likely wish to have a friendly face to vent to.
Physical exercise is important too – don’t get too unfit that you can’t enjoy doing the things you like.
Cathy: Keep perspective, really listen to your body, your mind and your intuition, and then take action.
Margaret: Get outside and take a break from your usual frantic paced daytime routine, even if it is for only 15 minutes. A definite mood lifter.
Would you recommend others take part in 2021?
Tim: I would definitely recommend others to take part as it fosters a sense of community for a very small effort and draws attention to doing something a little uncomfortable for a greater good. Once signed up, participants are motivated to stay engaged for the whole period rather than a ‘onceoff’ donation or buying a cupcake.
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EYNESBURY TIMES // TERM 2 2020
Chip on my Shoulder The clock ticked and tocked for a very long time. The students in the exam room were all scribbling nonsense in their answer booklets. There were some furrowed brows, some sweat streaks and the people at the back passed notes in hushed fervour. Ben just watched it all as if he wasn't even in the room. From afar. The open room smelled like eggs and feet on a Tuesday afternoon. The minutes passed as if time was merely a concept until Chip flicked his ear with a cackle. “Why are you like this?” Ben huffed and adjusted his school mandated tie. A few people in the exam room turned to look in his direction. Ben offered a guilty smile as an apology. “Why is it so hard for you to just shut up?” he grumbled to the skeleton on his shoulder. Chip laughed obnoxiously right next to Ben’s left ear, “Ay, ay, easy amigo. You might knock my hat off.” The little skeleton adjusted his tiny black sombrero so it rested smartly on the top of his head. “Besides,” Chip poked Ben in the cheek with a teeny boned finger. “If I don't tell you what to do, you'll never pass.” If Chip had lips, he would be grinning smugly. “Just shut up, okay? I need to concentrate,” muttered Ben as quietly as possible. He proceeded to get every question he answered wrong. “Whatever hombre. Your loss.” Chip poked Ben in the cheek one last time before he vanished with a poof. Ben sighed in relief and coloured in the letter ‘e’ on the test. Chip poofed back into existence with an uninterested, “The answer is-” “AAH!” Half of the classroom turned to look at Ben, some with faces of anger, some confusion and some humour. “...choo?” He offered another guilty smile and dipped his head back down, eyes fixed onto the paper. “If you're so helpful, what’s the answer then?” Chip laughed that annoying laugh that only Ben could hear. It was torture. “Well,” the tiny skeletal Mexican sat cross-legged on his left shoulder. “That one is A question 28 is C and the rest you can figure out for yourself, amigo” Chip chuckled. Ben deflated. “Thanks Chip.” he said quietly with a small smile and genuine sincerity. Chip sighed. “Por el amor de Dios, If you really want to know them all…” The tiny skeleton trailed off while he thought of something he wanted. “Then we’re going to stop at Zambreros when we’re done here, hombre.” “Deal.” The rest of the exam passed quickly. Ben had a newfound excitement, a drive he didn't have before. Chip gave Ben the answers to every question, only getting a few wrong along the way so it didn't look like he was cheating. Chip was a legend like that. Ben left his seat with a relieved sigh. He picked up his papers and walked to the front of the room. The papers left his hands and hit the teacher’s table with a noise similar to the sound that a perfect government system makes. It doesn't. “Nice work amigo.” “Thanks Chip.” The tiny skeleton tipped his tiny sombrero and poofed into his tiny non-existence once again. Ben smiled smugly and walked out of the stuffy room with a spring in his step. He was actually looking forward to a burrito after a long day’s work.
EYNESBURY TIMES // TERM 2 2020
Emma Gregg, Year 11
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D
uring the height of the COVID-19 restrictions, local poster artist, Peter Drew, generously offered this beautiful 'hugs' poster (left) to anyone able to paste it on a public wall. These posters have been popping up all over Adelaide - and the world - and they share a beautiful sentiment that is still so relevant. At the end of Term 2, some of our Year 10 Visual Arts students finally got the opportunity to paste it up on our terrace wall, high above the city streets and visible from our neighbouring laneways. Unfortunately, it didn’t stay up for long, but we’re hoping to replace it in Term 3 and refine our paste-up technique! Practice makes perfect!
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D
espite the efforts of the Coronavirus, the Year 12 AIP class has pushed on with determination and ambition through Term 2, and over the halfway point of the course. This term, students have completed their content knowledge surrounding Australian politics with Topic 3 - Voting and Elections and Topic 4 - Political Parties. For our Voting and Elections topic, students have been discussing the function of the different electoral systems from around the world and identified and debated the strengths and weaknesses of each. Our class forums have been focusing on how well each system provides for ‘fair’ outcomes and how the systems used in Australia measure up compared to similar nations (including the
USA and UK). Students debated the merits of compulsory voting and were asked to consider the benefits of lowering the voting age. We also investigated a number of past elections both locally and internationally and researched the factors that help determine electoral outcomes. To that end, students considered the John Hewson Birthday Cake Incident (1993), the Tampa Bay Crisis (2001) and the Mining Ad Blitz (2017). In considering how politicians attempt to swing elections, we discussed the recent sports rorts saga as well as the ongoing issues surrounding political donations and porkbarrelling. In studying the Political Parties topic, students have delved into the different histories and ideologies of the major political parties in Australia.
Class discussions have differentiated ideology and policy and highlighted what each party seeks to achieve and how it seeks to achieve its goals. Students have also researched the various minor and micro parties in Australia and the role they play in our system. Students considered in depth the power of the crossbench particularly in the 2010 federal election and the 2002 SA state election. Next term, our focus shifts to our international politics topic; ‘Global Media’. This will prove most fascinating as we approach the US Presidential election, and continued issues around fake news, fact-checking, and hacking continue to unfold.
Tyson Wood, AIP Teacher
AUSTRALIAN & INTERNATIONAL
POLITICS
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EYNESBURY TIMES // TERM 2 2020
OBAMA WINS the ELECTION! Citizens celebrate elected United States President Barack Obama as he achieves the first African American to conquest presidency. But, how did he win? By Sienna Crutchley
Nov. 5th 2008, 4.59PM (ACST)
Barack Obama was elected the 44th president of the United States yesterday, diminishing the racial barrier pre-existing in American politics. Obama won the election at 52.9%, with almost sixty-nine and a half million votes. Echoing Martin Luther King’s ‘I’ve been to the Mountaintop’, Mr Obama introduced his victory to say the words of; ‘On this day, in this election, at this defining moment, change has come to America’
The electoral lead- up The lead-up to Tuesday’s presidential election involved the campaign between Senator John McCain of Arizona and democratic leader Barack Obama. Winning the democrats caucus on January 3rd, Obama became a presidential candidate after Christopher Dodd and Joe Biden dropped out of the democratic race due to poor political performance. Running for the second time, McCain announced his campaign informally in February, before an official announcement in April of 2007. McCain boosted his appearance and favourability as a familiar face for US electors. However, his campaign launched with unfortunate luck, as his haphazardous delivery followed with a dust storm, blowing down the American flag. 1 If not at the response to McCain’s insipid campaign, the weather was symbolic of his unfortunate luck, continuing at Tuesday’s electoral results.2 Obama however, was perceived by the public as the ‘candidate of change’. Whilst McCain addressed the "wants" of the elderly population, Obama engaged with first-time and young voters, African American and minority citizens. In doing so, he was able to reconcile states the Democrats had never thought they’d achieve, including the traditionally conservative Colorado, New Mexico, Nevada, Indiana, North Carolina, Ohio and Florida.3 Nowicki, D. 2018. John McCain Presidential Campaign 2008: Rough Start to McCain 2Nd Run. [online] azcentral. [https://www.azcentral.com/story/news/politics/arizona/2018/04/02/john-mccain-rough-start-2008-presidential-campaign-arizonasenator/537532001/]. 2 Nowicki, D. 2018. 3 Wenner, J. 2008. How Obama Won. [online] Rolling Stone. [https://www.rollingstone.com/politics/politics-news/how-obama-won-42930/]. 1
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A SPEECH TO THE UNITED NATIONS GEN
The United States of America has come forth today to speak on the transgressions of the Un modern world, larger and much more dangerous than Hitler’s Axis Powers. I am certain that during and following the Second World War. It is evident that the USSR has sole responsibili satellite states from contact with Western countries. The USSR is also to be blamed for the C and strength of modern nations.
Moreover, the USSR did not help the Poles in the Warsaw Uprising, rather, they set up a prous of heinous actions and state that we “barbarically [used nuclear weapons] destroying ten during the war to gain control over Eastern Europe. Winston Churchill likewise agrees that th totalitarian control.” We will keep the Truman Doctrine in place to counter Soviet expansion
The aggressive communist ideology of the USSR is the primary cause of forming the iron curt Eastern and Western Europe, appealing to and controlling the majority of countries in Easte that communist USSR were a “growing challenge and peril to Christian civilisation…[through totalitarian Soviet Union from expanding to most of Europe and parts of Asia and Africa and effective strategy against Soviet Communist threat was “containment.” On the 22nd of Febr political force committed fanatically to the belief that with the U.S. there can be no permane society can be disrupted internally and our traditional ways of life may be destroyed if sovie a pro-communist provisional government, refusing to acknowledge the Polish needs, and ad created in the early 1950s that posited that if one country fell to communism, the result wou situation, with the Soviets forcing their ideological communist beliefs on many countries. The aggressively insert and influence their communist ideology into many European countries, ho We must limit their insidious influence!
The armament of the USSR and excessive production of atomic bombs and nuclear weapon nuclear bombs over the Japanese cities of Hiroshima and Nagasaki on August 6 and 9, 1945 ending the Second World War. Before this decision, Truman had briefly told Stalin about the indicating that the USSR approved of the decision. Moreover, on the 29th of August, 1949, th in Kazakhstan. The Soviets went to the extent of placing animals in cages nearby to examine they are, by endangering them. In addition, the Soviet Union tested their first hydrogen bom missiles two years after their hydrogen bomb testing took place. The Soviet’s actions of crea evident by the lengths they take including endangering animals and civilians in the process, contributing to another potential war and not world peace.
The United States of America puts forth the Union of Soviet Socialist Republics can no longe propagate and the armament they pursue should be considered a real threat to the world. W of Soviet Socialist Republics poses and apply a restriction in the use of nuclear weapons, for nations from reaching a level of nuclear unsafety. Furthermore, we request that the United N which present clear contributions of forming the iron curtain and the primary cause of the Co thoroughly investigated and dealt with accordingly, for the safety and peace of the modern
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EYNESBURY TIMES // TERM 2 2020
NERAL ASSEMBLY: US PERSPECTIVE
nion of Soviet Socialist Republics. The USSR has revealed its true nature; as a threat to the my fellow diplomats and delegates agree and are aware of the USSR’s odious actions ity of forming the iron curtain as great efforts were made by them to block itself and its Cold War as their communist ideology is severely impacting and threatening the prosperity
-communist government, ignoring the Polish government. It is ironic that the USSR accuse ns of millions of [men]” in World War ll. They themselves created a Soviet atomic program he USSR has power, “far beyond their numbers and are seeking everywhere to obtain and aim to strengthen peace and security among nations.
tain, on the 6th of March, 1946. We observe the Soviets creating a division between ern Europe through their ideological beliefs. On the 5th of March 1946, Churchill concluded h] their expansive and proselytising tendencies.” We struggle to keep the communist, d by the end of the Second World War, many American officials agree that the most ruary 1946, George Kennan, in his long telegram, explains that the Soviet Union is “a ent modus vivendi [agreement between parties that disagree].” This is threatening as our et power is held. Post Second World War, the USSR took control of Poland, by creating damant that “Russia’s interests in that nation be recognised.” The domino theory was uld equal to countries following the same path in a domino effect, which is apparent in the e United States of America asks our fellow nations this: if the Soviets have the power to ow could we possibly believe that they are a power of peace and not war?
ns are nothing less than disastrous. The USSR may criticise the US’s choice of dropping two 5, however, at the time, President Truman stated that his decision was “purely military,” e atomic bomb, with a response from Stalin, to “make good use of it against the Japanese,” he Soviets exploded their first atomic bomb, “First Lightning”, at a test site at Semipalatinsk e the effects of nuclear radiation on the animals, which shows how unethical and heinous mb, “RDS-6” on the 12th of August 1953, and tested their first intercontinental ballistic ating atomic bombs to become more “superior” shows their lack of morality, which is , as long as they personally gain benefit from it. Their impulsive decisions and actions are
er be trusted to act as a righteous and civilised global citizen. The ideals they aggressively We believe that the United Nations should further investigate the armament of the Union r them as well as on other countries including the United States of America to minimise Nations officially investigates the odious actions of the Union of Soviet Socialist Republics, old War! The past and present actions of the Union of Soviet Socialist Republics must be n world.
Zilya Dautov, Year 12
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LEGAL
STUDIES
L
ike everything in 2020, we have had to do things a little differently in Legal Studies this semester. Visits to the courts and parliament have been off-limits and, unfortunately, the Law Society's Mock Trial competition had to be cancelled. Nevertheless, the current situation has provided students with some interesting new insights into the legal system, particularly regarding the nature of the federal balance, as national and state governments work on strategies. In place of the usual court excursion, our Stage 1 Legal Studies students had a guest speaker session with barrister, Mark Douglas (father of Abby in Year 11). With many engaging tales of courtroom life, he was able to describe what it is like to work in the judicial system, while also being very generous with his time and answering student questions. I am hopeful that by the time the Stage 2 class looks at Justice Systems later
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in Term 3, an actual court visit may once again be possible. While we have been unable to visit State Parliament this year, both Stage 1 and Stage 2 classes have participated in mock parliaments as a way of deepening students' understanding of the legislative process. For the Year 11s, this was done during the period of off-site learning, meaning that the debate had to take place via Zoom. Despite such challenges, students participated really well, with everyone contributing to the lively debate. We are hopeful that the second semester will allow new opportunities for engagement with the legal system, and we are looking forward to when we are able to participate in the Mock Trial competition once again.
Matthew Trainor, Legal Studies Teacher
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A
t the start of the semester Tim, our teacher, explained that SACE have introduced an exciting shift in what students learn about Economics. Most of us thought Economics was the economy but this was far from the case. "Economics is not about the economy, it is about 'choices…'" -Tim Williams. We learned about the costs and benefits of different choices; such as working or studying, we gained an understanding about why black markets occur and discovered why eBay is a ‘perfect’ market.
day. It has everything to do with supply and demand, and the price mechanism. This topic even generated some debate about whether chocolates were a ‘substitute good’ or a ‘complementary good’. For those of us without love of romance, we also learned about the importance of good data to make good economic decisions; how to get the most satisfaction from the least resources. We researched prices for concert tickets and hotel rooms to discover if there were relationships between variables. For example, do hotel room prices in Adelaide’s CBD rise significantly if the Adelaide Crows are playing at home?
ECONOMICS We did eventually analyse some of the impacts on the Australian economy from the COVID-19 pandemic. We spent a bit of time looking at graphs from the Reserve Bank of Australia. From these it was easy to appreciate why 2020 will be so different in terms of employment and consumer confidence, as well as being the end of 27 years of economic growth. It was a real reality check. Tim also used economics to show us why it is not a good idea to buy flowers on Valentines’
Actually they don’t. For me, I thought Tim’s lesson on using data to find an undervalued used cars will be the most useful. In Economics people have limited resources and unlimited wants, and they respond to incentives. It has been in an interesting course. So I am going to be continuing my study, after being incentivised by the range of real-life examples and case studies we explored in Semester 1, Year 11 Economics.
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Isaac Mazzachi, Year 11
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The Rai n Came Knocki ng
The night sky rumbled, threatening to rain as the embers at the end of Emmaline’s cigarette glowed in the dark. She exhaled, and smoke slipped from her lips, visible only in the dim orange glow from the street light.
“Bloody hate being a teenager,” she said bitterly.
Katherine spluttered on her cigarette, digging her grubby sneakers into the stone wall to stop herself falling off. “Took you long enough, eh?” she laughed. Emmaline grinned and shoved Katherine’s shoulder, her cigarette perched between her index and middle finger. Katherine reached to pinch it from between her fingers.
“Oi, this stuff costs an arm a leg!”
“Complete waste without a lighter then,” Katherine teased. It was always a joke between them that Emmaline could supply the cigarettes and Katherine the lighter. It just reminded Emmaline that without Katherine, she wouldn’t be able to function. She took one last inhale of her cigarette and flicked the filter onto the grass. She pulled another from the pack.
“Lighter,” she demanded.
“Ay! Take it easy there!” Katherine cautioned.
“I just came out to my Catholic parents. I don’t think I can take it easy,” Emmaline looked disgruntled.
“Wait, Emma, you told your parents?!” Katherine looked shocked, but she couldn’t hide a glimmer of hope behind her eyes. Maybe she and Emma could finally love freely.
“Yeah. They preferred Kai,” Emmaline dropped her head.
“Kai? You’re joking he’s not the one who...you know.”
The air became tense like the rain brewing restlessly in the dark sky. Emmaline lifted her right sleeve and revealed a long scar running the length of her forearm. There were still a few bruises healing there too.
“I can talk about it, you know,” she reassured.
“Doesn’t it bother you? You know, that, like your parents would rather an abusive relationship than a gay one,” Katherine asked gently, shock lacing her tone.
“No. I don’t blame them. They’re just doing what they know to do. It’s their religion.”
“But you’re their daughter.”
Emmaline didn’t reply. She lit her second cigarette and stared off in the distance. She took Katherine’s hand in her own and slid from the wall.
“My parents don’t have to accept me for me to love someone.”
Katherine beamed. She slid from the wall and they wandered through Katherine’s backyard and into the familiar memories of her room. Emmaline gazed out of the window and Katherine sat on her double bed amongst the mounds of clothes scattered through her room. “At least we can go to your house now instead of hiding in my shithole,” Katherine said, a goofy smile toying with the edges of her mouth.
“Hey! I like this shithole!” exclaimed Emmaline.
“Yeah, only because you’re in love with me,” Katherine teased.
Emmaline rolled her eyes and turned back to the window. She wished she could cry. Why did she need validation to love simply because she was in love with a girl? And why did it have to break her family apart? Why did they look at her as if she was a stranger now? She wished her parents could understand. “You’re too good, Emmaline. Your parents should accept you,” said Katherine softly, coming to sit with Emmaline.
“I just want them to know who I am,” she whispered.
Katherine’s hand held hers. Emmaline stared into the heavy grey sheet of sky aware of herself and aware of her heartbeat. It was then that the rain came knocking on Katherine’s window.
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Eva Marker, Year 11
The air feels like it's boiling, the dry, still heat encumbers everything. Days are long and slow. The sun lingers, radiating its heat throughout the day. The pavement sizzles, shadows cast on them like bridges to walk on.
Giles Mayor, Year 11
The air is cold this evening, surrounded by whirling wind dancing all around me. Each breath taken in begins to freeze my lips as it comes out.
Clouds gather together, covering the clear and starry sky. Flakes of ice fall gently on my cheek, as if it were a kiss given by an angel. Such simple bliss.
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Lily Robinson, Year 11
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YEAR 12 CITATIONS
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Congratulations to all of our Year 12s who received Citations in Term 2 for Outstanding Achievement, Excellence of Effort and Service to the College, including those students absent on the day and not pictured.
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#BlackoutTuesday 9 JUNE
DRESS IN BLACK LUNCHTIME BBQ GOLD COIN DONATION All proceeds to BackTrack - helping young people get back on track
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Artwork by Year 10 student, Annabelle Chea
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mongst the COVID chaos in Term 2, the world united in support of the Black Lives Matter movement which aims to build power to bring justice, healing, and freedom to Black people across the globe. As always, our socially-just school community stood together in solidarity with Year 11 student Mitta Bolto, who organised a #BlackoutTuesday, a worldwide collective initiative in support of the BLM movement, and raised money to support local disadvantaged youths. "During Term 2 I put together a fundraiser and had everyone dressed in all black to show our support for the Black Lives Matter movement. We called it Blackout Tuesday because of the Instagram hashtag. We managed to raise $150 which went to an organisation called BackTrack Youth Works, which helps Aboriginal youth who have been in and out of the system to help get their lives back on track."
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MODERN HISTORY T
he study of Modern History continues to give students the opportunity to make sense of a complex and rapidly changing world by connecting past and present. Through the study of past events, actions and phenomena, students gain an insight into human nature and the ways in which individuals and societies function. This year, the Year 12 Modern History class has gained a deep and considered knowledge of events, personalities, and movements. Our focus this year is on Germany from the fallout of World War I and the establishment of the Weimar Republic. Students have gained insight as to how the Weimar period turned into a failed
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experiment and created the environment for Hitler’s rise. We have also investigated and discussed how Hitler went about becoming Chancellor legally and how he was able to consolidate power in the early 1930s. Prior to looking at Germany post-WWI, we started by looking at Germany post-WWII through the consideration of the internal and external factors that lead to the collapse of the Nazi regime. This set the scene for us to study the Cold War and the changing world order since 1945. Students investigated the major players, the key events that shaped the global order, and the nature of the Cold War. Students were also able to draw conclusions as to what
enabled the end of the Cold War and how peace was negotiated. Students gained invaluable insight into the opposing perspectives of the Americans and Soviets throughout this period and how each saw the other as fundamentally wrong and a threat to global peace. Going into next term, we return to our Germany topic and investigate the 12 years of Nazi rule in Germany. We consider how the Nazis maintained their control and the role of key personalities during this time. Students will also investigate what ordinary life was like in Nazi Germany all the way through to the failing war effort and the death of Hitler. Tyson Wood Modern History Teacher
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Distance Whatever ghost stands before me is not the person I once knew. A transparent apparition, that flickers in and out of my reality. They speak, but I hear nothing, their mouth contorting in strange, twisted motions, which I can only assume, is an apology. Honestly, I can barely even remember what they did. I stopped caring a while ago. My increasing apathy for their very existence had seeped into my memories of them. Who were they? As I stare blankly through them, I think about what I’ll be having for lunch today. Maybe I’ll go down to the new cafe down the road, or even try a sandwich from that corner store. I don’t want to listen to them. They spew empty words in the hope that I’ll eat them up and welcome them back into my life with wide open arms, resetting the belief that all was, is, and will be well between us. Anesthetised, I stand there. The ringing in my ears continues. I’d like a coffee. Noticing my name, my hearing begins to return to me. “Please?” they say. I take a moment as my eyes focus. What was ghostly is now flesh, a specter given physical form. No longer transparent, I can see them for what they are, a sniveling snake-like creature whose forked tongue flicks in and out, as they spit out their carefully selected words. A warmth floods the sparking circuits in my brain and the tick-tick-ticking of alarm bells quickly drowns out my pleasant thoughts of lunch. Before I know it, I begin yelling. I can’t even hear myself. I throw daggers from my throat at a now shrinking target, not caring whether they landed their mark, only that they were thrown with enough force to embed themselves in the concrete. It feels good to throw them. The onslaught continues for what feels like eternity, a fire gripping my veins and surrounding my heart. I feel it ripping through my skin, I feel it behind my eyes, and hear it pound in my head. Daggers raining like hailstones on who I thought deserved it. “Please," they say. Once again, their words shift me. The heat in my body cools and the blaze quietens. The hail stops falling. As the cloudy red haze lifts from my vision like tinted glasses, I notice the poison in which some daggers were dipped, seeping into the many cuts the daggers had wrought. There stands only another person, no inhuman creature or devil, no forked tongue or yellow eyes. A human who I had hurt. The poison, though not fatal, was unnecessary. I didn’t mean to make things that personal. Though they still stand, wounded but not quite defeated, a quivering lip and glossy eyes reveal that the poison does indeed sting. I don’t know what to do. I went too far. I can’t apologise now. I’m not the one that has to. Am I? They deserved it, didn’t they? “I’m sorry,” I say. The weight of the hail falls right back onto me, dissolving into a sombre, heavy yet slow-paced rainfall. The rain hisses lightly as it falls onto scattered flickers of poison. I feel cold as I fidget with my hands. The memories of when we were close, not so long ago yet an eternity away, cling to me like faded stickers in this rain. Glimmers of childlike hope and a reminder of how things could still be. I recognise some. A picture they drew of me back in 7th grade. A sticky-note reminding me to smile. A photograph of them and someone else whose face I can’t quite recognise. I don’t even care about the stupid arguments, or the dusty pitfalls we may have found ourselves in. I miss who we were. “I love you,” I say. Now it’s my lip that’s quivering. The cavern between us shudders and time seems to freeze over. As they stand there, I walk forward, and the crevice slowly knits together. I walk. I run. I run into their arms, embracing their heart in mine. My arms sting from the acid on their skin but I barely notice. And, as we stand in the rain, I begin to feel a little warmer. Laura McLeod, Year 11 EYNESBURY TIMES // TERM 2 2020
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YEAR 11 VISUAL ART
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tage 1 Art students have explored ideas and images related to their experiences of the city‌ the geometric shapes of the modern buildings, street art in the laneways, the textures of old stone walls. We have thought about how people live in and move through the city, using both imagination and photography as starting points to create individual responses to our urban environment.
Maya Langley, Year 11
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Laura McLeod, Year 11
Mia Hoang, Year 11
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Ethan Choi, Year 11 EYNESBURY TIMES // TERM 2 2020
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Lizzy Han, Year 11
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Lily Robinson, Year 11 EYNESBURY TIMES // TERM 2 2020
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Winter Warmer
WEDNESDAYS
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T
o ward off the winter chill during Term 3, staff and students have enjoyed Winter Warmer Wednesdays, an initiative of Belinda Sziller, our Pastoral Care Worker (and Science Key Teacher).
Each Wednesday lunchtime, a welcome warming wonder has awaited us on the terrace, from homemade pumpkin soup, to chai lattes, to hot chocolates... and a variety of equally as tasty accompaniments to dunk in!
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With a gold coin donation requested to participate, not only have we been warming our own chilled bones, but proceeds will be given to Hutt St Centre to help people living with homelessness also keep warm this winter.
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Blood trickles steadily down my calf. It flows from the open scab on the side of my knee. Tears brim in my eyes. My face reddens. I blink slowly; warm liquid spills onto my cheeks. They said it wouldn’t happen again. Promised it wouldn’t. Said the first time was just an accident; he hadn’t meant to push me. It is nothing. Mum’s words don’t change. “It’s only because he likes you.” “He’s just getting your attention.” “He just doesn’t know how to say he likes you.” It is nothing. Nothing more than that happened. It is rush hour, and I’m stuck serving. Cemented in my position standing unable to move away from the long line of customers. The owner bends down behind the counter. Without looking I can feel his body crouched next to my legs. His hand warm on my lower thigh. He must need something from the cupboard. The shopping bags are there. He is probably just trying to reach for one. He doesn’t know his hand is on me. He probably doesn’t realise. He must have lost his balance, or his legs are tired from squatting. He just needs to grab something for support -probably meant to grab the cupboard. But, I am there. I am in the way of the cupboard; the height difference means my waist or my leg becomes my butt. It is nothing. He didn't do anything wrong. He wouldn't do anything. He doesn’t mean to grope me. He probably doesn’t realise where his hand is, which is why he leaves it there for so long. It is nothing. It is just his muscles tensing, and he doesn't mean to squeeze. It is only a reaction. It is nothing. Nothing more than that happened. It starts with a few drinks. That warm feeling in my fingertips is spreading through my body in a gentle ripple, my toes tingling dully. The bonfire is brighter, warmer. The small, glowing embers stolen with the gust of wind, their colour fades to nothingness in the air. My feet fall heavy on the ground. Each step seems powerful and meaningful. Yet, I am weightless. I am floating through the crowds, the hazed room electrified with SOS signals from phones. The room shakes, vibrating rhythmically to the music, reverberating through my body. Dozens of bodies pile as one in the drunken cesspool of a dancefloor. A dance with a stranger witnessed by many in a communal space. An innocent walk for air. No. Stop. Nothing will happen. That's not what I want. I want to go back to the filthy stained room. I want to go back to the sweaty people. I want to go somewhere we aren't alone. No. It is nothing. His hand moves from mine, travels up my body. No. no stop. His grip on my arm tightens. I want to go back to the people. I want to do something. Say something. Anything. Just move. His other hand travels down to the hem of my dress. My words catch in my throat. Tighter and tighter; my throat, his grip. I’m drowning, but I’m floating. It is nothing. Nothing more than that happened.
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It is nothing Gym pants are dangerous. I know that. Their reveal all attitude leaves nothing to the imagination. I've always known that, but the soft stretchy fabric calls to me. Entices me. Draws me in. It’s one thing having them, but what possesses me to wear them out? In public? A low, drawn-out whistle curls around me and latches on, a hook in a fish’s mouth. A guy in his hotted-up yellow ute waits at the traffic lights. No. Don't think like that. It is nothing. He probably doesn’t even see me. His cigarette loosely hangs from his fingers, ash dropping onto cracked bitumen. What can I say? What can I do? Stop. No. It is nothing. He is probably just whistling to a song on the radio oblivious to the world around him. That is all. His thin lips reveal stained yellow teeth as he leers at me. No: he smiles. Probably not even at me. He is happy listening to his music. Probably thinking about what to have for dinner. Why do I feel like I am a meal? It is nothing. Nothing more than that happened. “Sorry, Love. Look maybe next time the job is yours. Mark was just, well, Mark was the right fit for the job.” His eyes rake me over. Linger on my breasts while he speaks. No. It is nothing. He is probably looking at a painting behind me that I can't see. He reaches across the desk to hold my hand. It is nothing. Just providing comfort. Like a father would his daughter. “If you ever need somebody to talk to about anything. Really, anything, even at 3 am if you're feeling lonely, I’m here.” It is nothing. He is trying to help. Trying to comfort me. Nothing more. Standing up from behind the desk, he moves so he is in front of me. Pulls me up into a hug. To comfort me. He cares about me. An embrace that goes on too long. His hands fall from my waist. Lower and lower. It is nothing. Nothing more than that happened. The rusty metallic taste fills my mouth again. I suck lightly on my split lip, drawing the blood out. Chewing the inside of my cheek I attempt to distract myself from the pain in my side. It is nothing. Really. The rib didn’t crack. It is nothing. He wouldn’t hit that hard; he loves me. He was just trying to get my attention. Mum said so. It is my fault. I haven’t been around enough. I haven’t shown I care. It is my fault. He couldn’t tell me how he felt, so he needed to show me. He didn’t mean to hurt me. Not really. My eyelids close and tears meet my cheeks. It is nothing. Nothing more had happened. He loves me. It is nothing.
Taylor Portelli, Year 12
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DRAMA O
ur Drama department is small; though she be but little, she is fierce!
With only 19 students and one teacher, our little magical world has been a source of joy and creativity in what has proven to be a fairly dark year so far. This semester, the Year 10s learned that it doesn’t matter how you look, or if you fit in, it’s what’s in your heart that counts, as they transformed fairytales into the style of Tim Burton. Our Pachinko workshops taught us that not all clowns are funny, and that sometimes, it’s necessary to dance in front of your peers. We also developed an appreciation for our own little Year 10 community as many non-drama students became regular participants in our weekly warm up games. The Year 12s started off the year lucky enough to catch the end of the Adelaide Festival and The Fringe, viewing three outstanding performances and immersing themselves in the local theatre scene. In developing their own theatre and film work in a Brechtian style, students learned the most valuable lesson of all: do nothing without intention. As we started work on the group production (postponed) the inner workings of our vibrant 34
ensemble started to emerge. We have a class of passionate designers, actors, and filmmakers. Some are dancers, writers, comedians, singers, and some are highly creative quiet achievers. It is an energetic and collaborative group, and they can’t wait to share their production with the Eynesbury community later in Term 3. We are not a school with thousands of drama queens, but we are a school with a small number of passionate, thoughtful, and intelligent storytellers, and that is a much better thing.
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TEACHER FEATURE HOLLY LANGRIDGE Your life bio in a snapshot... I grew up in Adelaide and have always loved drama and telling stories. As a child I would write my own plays and perform in them with my siblings and friends. After graduating high school in 2007, I took a gap year and was then accepted into the Flinders Drama Centre where I trained for four years as an actor. Since graduating, I have worked in theatre and film and also ‘behind the scenes’ as a script developer. I also love to travel, and my favourite places (so far) have been Italy and Vietnam. How long have you been at Eynesbury? I have been at Eynesbury for five years. When did you go into teaching and why? I have always enjoyed working with young people and in my work as a performer I gravitated towards
children’s theatre. So, in 2014 I made the decision to return to university to study teaching. I initially wanted to become an upper primary teacher but quickly found it wasn’t for me. Hats off to primary teachers! Specialist subjects and why? Drama and English. They just feel like home to me, and I love to see students owning their creativity and making new things. I am constantly surprised by what they have to say. Most rewarding moment as a teacher? Several years ago I had a student who hated reading, and had never finished reading a book. After one lesson he came up to me really excited because he had experienced ‘a movie in his head’ while we were reading the class novel. He finally understood why people read! What do you like to do outside of work? I love the beach (I go there almost every day in summer) and I like cooking when I have the time to make something interesting. Also, binge-watching TV shows and watching an afternoon movie with a big cup of tea is bliss. Best things about being a teacher? The students, of course! What do you enjoy most about working at ESC? We put a lot of trust in our students and they rise to that expectation so it’s a pretty positive environment. I have always felt really respected as a teacher and as a person! I also love being in the city. Fun fact about yourself... I am really good at poaching eggs! Favourite words of advice... Forgive yourself for not knowing what you didn’t know until you learned it.
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O
ur Old Scholars' Facebook Group recently took off (search escoldscholars to join) and we are thrilled to have reconnected with a huge number of Eynesbury Graduates from over the years! Many of them have touched base from all corners of the world to let us know of their fond memories from their time with us and what they are up to now...and so we just have to share!
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WHERE ARE THEY NOW
Are you (or do you know) an Old Scholar? We want to hear from you! Over the past 30 years, thousands of students have graduated from Eynesbury and gone on to follow a myriad different pathways across the world! Join our Old Scholar Facebook group (search escoldscholars) to reconnect with us...and maybe some of your classmates from back in the day! And if you'd like to spend a moment reminiscing about the good old days and share your story in a future Eynesbury Times, please contact Sarah Hegarty on shegarty@eynesbury.sa.edu.au
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Tien Ngoc Thi Bui Even though she was more than happy and doing well at her exisiting school, Tien realised she needed more in order to reach her full potential...and that Eynesbury was the place to get that! Now a pharmacist who is furthering her studies by completing a PhD at UniSA, Tien looks back fondly on her time at Eynesbury and shares some of her memories and life story beyond Year 12.
Tell us a bit about yourself. My name is Tien and I am a Vietnamese-Australian. I was born and raised in Adelaide in a family of seven. I graduated from Eynesbury in 2010. Why did you come to Eynesbury?
And tell us about your life beyond Eynesbury and what you are doing now.
I was quite comfortable at my old high school. I had formed a stable group of friends who I had attended primary school with and was doing well in the subjects that I had chosen. However, I felt that I needed to push myself further in order to reach my full potential.
I completed my Bachelor’s Degree in Pharmacy at the University of South Australia, with honours. For a number of years, I worked in academia, community and hospital pharmacy – all of which I thoroughly enjoyed! I am currently in the first year of my PhD with the University of South Australia.
I decided to take a leap of faith and to do something completely outside of my comfort zone. I had heard about Eynesbury Senior College from a friend and upon further investigation found that the school’s model really resonated with me.
Do you have any special memories?
Tell us a little about your time here at Eynesbury.
The aim of the excursion was to learn more about the ecosystem and to collect specimens of plants and flowers. It was a rainy day and the task of collecting plant specimens became rather muddy and hilarious. I remember the class returning to school rather wet and mud-stained.
I look upon my time at Eynesbury fondly. People always think that I’m crazy when I tell them that Year 12 was the best year of my life - my time at Eynesbury has a lot to do with that crazy remark! The environment at Eynesbury helped me grow and thrive, the teachers were so supportive and friendly, they were always happy to help me with anything big or small. The students were also fantastic, we made sure to always help and encourage each other and most importantly share plenty of laughs. Although our dreams were different, our desire to learn and grow really helped us formed strong bonds with each other.
One special memory that I have at Eynesbury would be the Biology excursion to the Adelaide Hills.
How did Eynesbury impact upon or change you? My experience at Eynesbury has continued to have a positive impact for me. I no longer find foreign or new environments daunting but instead rather enjoy the challenge. I see my failures as lessons to help me grow and am always on the lookout for the next exciting adventure. Education-wise, the skills that I learned at Eynesbury still serve me well even to this very day! For me it’s about the journey, not just the destination.
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Rachel Sweet A Class of 2010 Graduate, Rachel gained a Principal's Scholarship and entered Eynesbury as an Early Entry 'accelerated' student, providing her with the opportunity to get some Year 12 subjects under her belt early. It seems that so much choice and inspiration drove Rachel on an overseas adventure where she discovered her true calling...and now tells us her story from the other side of the world!
I
moved to Eynesbury half way through Year 10 to join the accelerated program. I was awarded a Principal's Scholarship by the dear John Warren as he felt he “saw something in me�. Without this I would not have had the opportunity to attend the college. Thank you, John. It was nerve racking to start a new school, but Eynesbury was different and refreshing. There was respect between teachers and students, freedom for individual expression and a passion for learning. I made a close knit group of friends that were a huge support throughout my time at Eynesbury. In Year 11 I took Year 12 biology and got a perfect score, which heightened my confidence heading into my final year of
secondary schooling. I was so inspired by the teachers at Eynesbury (special mention to Margaret-Ann Copeland, Lyn Kupke, Craig Sinclair, and Jonathan Hainsworth); I felt nurtured as a student and LOVED what I was learning. (I have just found out that Jonathan published a book about Jack the Ripper during his time teaching the topic in history from 2007-2010. Amazing!!) I left Eynesbury with an open mind about who I wanted to be and what I wanted to do; after all I had been inspired in so many areas - History, English, Physics, Biology, Australian Studies. I started a science degree at the University of Adelaide and picked up some classes in the social sciences.
I realised I needed a break at this point... My passion was fading and I was confused about what I wanted to do. My mum wanted me to be a doctor, but I was unsure! I took a gap year where I worked as a nanny for 9 months and travelled south east Asia for 3 months. This time and experience was crucial to me making good career decisions for myself. While overseas I volunteered in an elephant orphanage in Sri Lanka and for vet clinics in Thailand (I had always loved animals). I decided to dedicate my studies to the pursuit of veterinary science. I graduated a degree in Animal Science science from the University of Adelaide with results that granted me entry into every vet school in Australia! I accepted a position at the University of Melbourne, an internationally accredited Veterinary School. Melbourne was an exciting city that I embraced (the coffee, the food, the bars!!)
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In a city where I did not know anyone, I quickly formed a wonderful group of friends that I know will be lifelong friends. We were busy, we worked hard and we had A LOT of fun. I graduated a Doctor of Veterinary Medicine in 2018. I met my partner in vet school who was an international student from Canada. I now work as an emergency veterinarian in his home town of Alberta, Canada. We share a home with our two
beautiful dogs and cat and I am so pleased with all of the choices and opportunities that led me here. My advice to students is keep an open mind, stay passionate and make education/career decisions that are true to yourself. If you do that, you will never regret it.
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Jessica Bakewell Jessica graduated with the Class of 2013. Having missed around 11 weeks of school that year as a result of a pretty standard concoction of teenage haze and depression, Jessica thanks the teachers at Eynesbury who were the key to getting her back on track and able to graduate with an ATAR of 95!
despite smashing my plaque on stage and splintering a stunned Mem Fox in the front row with a glass shard to the shin, it was a great experience and impossible without Shelda.) •
I
attribute having graduated with an ATAR of 95 to the fleet of dazzling cast members that were the teachers at Eynesbury. Particularly: •
Claire Flenley, who assisted me with my Research Project on ethical consumerism. Claire was the best for calling me out on my rubbish and remains one of the most intelligent women I've ever met!
•
Shelda Rathmann, my Year 12 English teacher who contacted me persistently (as only she could get away with) to submit a creative writing piece I had completed into a literary competition. I had very little faith in myself and she spent so much of her spare time with me throughout my two years at the college. (The piece was a successful entry and I got to enjoy a trip to Melbourne the following year with a fellow Eynesbury graduate for the Young Australian Writer of the Year Awards, via OzKids, and,
•
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Craig Sinclair, may he rest in peace. I don't know if anybody will ever teach SACE Intro to Aus politics better. I have never had a more enjoyable and informative class. He taught like a basement YouTube channel come to life and I mean that in the best way possible. I think of him every time I see a 'First Dog On The Moon' cartoon and wonder what he'd make of the world right now, I'm sure he'd have a lot to say. John Warren, may he rest in peace. I had a lot of good cries in John's office (generally
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winding up there for being late to class), and he only ever came up with solutions. I never left that room feeling worse than I did before I went, and is the only instance where going to the Principal's Office felt like a reprieve instead of an inevitable punishment. I am happy to see his partner, Shannon, as the new Principal of Woodcroft College, my preEynesbury school of 10 years. •
Margaret-Ann, who could easily cite the entire SACE Stage 1 and 2 course content from memory. She recently ran a campaign in my suburb of Torrensville to engage local constituents with their MP to oppose the rezoning of the suburb. It was the best demonstration of local participatory political action I've ever seen and she's a total badass!
Above and bottom left: Graduation
•
Jonathan Hainsworth, who you really cannot quite describe...if you know, you know.
I decided to take some time off after graduating and spent 4 years or so backpacking overseas. I've been back in Australia since early 2018, and was able to enrol at Flinders University with my Eynesbury results. I am studying a Bachelor of International Relations/Political Science & a Bachelor of Business (Human Resource Management). In April of last year I was lucky to secure a day-a-week role doing admin work with the HR team of SeaLink Travel Group, whose offices sit on the same street as Eynesbury on the other side of Victoria Square. I was hired on the basis of my University studies and my independent interest in industrial relations (as a result of being a bit of a Fair Work shark across my hospitality jobs.)
I was given a rare opportunity to fill in temporarily as a national administrator for the companies Health, Safety & Environment group. This included preparing audit & risk reports for the companies audit and risk committee, and presenting findings directly to the group CEO and executive team. Late last year I was offered a full time role with the company in a HR/HSE Consultant position and now work there full-time, and am maintaining the completion of my double degree on the side. I still have about two years to go and, aside from the chronic Flinders budget cuts, am loving studying again. I enjoy HR/HSE and will complete my business degree but ultimately hope to work in International Relations or federal politics. My ability to 'dive back in' to both work and study after having significant time off after high EYNESBURY TIMES // TERM 2 2020
school is not only attributed to the high quality study skills maintained by Eynesbury, but by the broader philosophical approach to education and work reinforced by the teachers I was lucky to have helping me. It took the 'pressure' off. My experience as Eynesbury, reinforced by the staff and culture at the college, reiterated to me that Year 12 was not the be all and end all, that my education and 'professional' career did not have to be linear, and that academia can be pursued in a variety of means. I believe starting university at 22 has enabled me to do better in my degrees than I would have otherwise, and I don't think I would have had this attitude or the skills to pursue my studies to the extent that I have without the foundational experience of being a student at Eynesbury Senior College. 41
Liv Roush Liv Roush (nee Banks) is another graduate from the Class of 2010, and is another student from this cohort now living across the globe! Liv's journey has taken her into the exciting world of the film industry as a production supervisor. She has a number of high profile films under her belt and has worked alongside some of the big Hollywood names.
Why did you decide to make the move to Eynesbury and what did you most enjoy about your time at the College? I transferred to Eynesbury for independence of learning. In 2009 I was attending a private, all-girls school that was strongly focused on extra-curricular activities and community spirit. I wanted to focus on the subjects I wanted to learn and not waste time on other aspects of schools. When I transferred, I was half way through Year 11. In my final year, I studied Business Studies, Maths Methods, English Communications, Modern History and IPP (Information Processing & Publishing). IPP was a class that I did over the internet. What I loved most about Eynesbury was the eclectic and
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diverse group of students. In every class, students came from different backgrounds and neighbourhoods all over Adelaide. I also loved how the teachers treated students as adults who wanted to learn, not as kids that needed supervision. There was a certain degree of mutual respect and understanding. I found this kind of treatment made for a more positive and effective learning environment. Were you ready for life at University? Eynesbury definitely gave me the learning tools I needed to be prepared for life after high school. In 2015 I completed a Bachelor’s Degree in Communications (Media Studies) from Swinburne University of Technology. I actually completed my degree expedited online (12 units a year instead of 8), while I worked full time. Without my experience at Eynesbury, I would not have been able to manage my hectic study schedule or have been able to learn independently. EYNESBURY TIMES // TERM 2 2020
What are you doing now? Right now, COVID has put the brakes on my entire industry. On March 11th, I was managing the Michigan Unit for “Flint Strong”, a new drama for Universal Studios starring Ice Cube. We wrapped on March 12th and by March 15th, almost every production in the United States and abroad had shut down. This is a huge time of adaptation in the film industry and I’m thrilled to be a part of it. Typically, I bounce from film to film in a Producing or Production Management role. In 2019, I spent 5 months working as the Production Supervisor on the upcoming Netflix film about Marilyn Monroe, which is being produced with Brad Pitt’s company, Plan B. For the second part of 2019, I was a Tour Manager for Kevin Smith’s “Reboot Roadshow”, where we toured his latest film to live audiences across 65 North American cities.
So as you can see, each job is very different. I’m thrilled to be able to travel so much and meet so many creative people. But if this sounds glamorous to anybody reading this, I’d like to shed some reality and say that most of my time is spent frantically replying to emails and getting very, very, very little sleep. During COVID, I’m spending the downtown with my husband producing a low budget feature film, titled Wrong Reasons, and working on my music. How are you finding LA and the film industry there? I moved to Los Angeles in December 2013. The LA Film Industry is a tough city and shouldn’t be attempted by people who are not prepared to work very hard (and deal with a lot of traffic.) Starting out in Los Angeles as a production assistant was exciting but exhausting. I had to work 70+ hours a week on minimum wage for years before I began to climb the ladder, and that was considered efficient! Now, I’m working as a Production Supervisor on independent films and the hard work was well worth it. The Film Industry has a tendency to be a bit of a “boys club”, so I love to work with as many female and non-binary directors and producers as possible. I am lucky enough to have had the opportunity to do so. How long have you been interested in a career in the film industry? Funnily enough, the film industry had not always been my career of choice. It wasn’t until I met some hardworking, passionate Americans that were working
in the film industry that I even considered it. I think that some industries, like the entertainment industry, can seem very exclusive and too far-fetched to people in towns like Adelaide. It’s important to remember that with our globalized economic system, you can work in almost any industry! Film and cinema studies have been a passion of mine since I was a young teenager. What projects do you have coming up? Some films that I’ve worked on that will be released in 2020-2021 are: Bad Hair: Directed by Justin Simien and starring Kelly Rowland, Usher and Vanessa Williams Blonde: Directed by Andrew Dominik and starring Ana De Armas, Adrien Brody & Xaviar Samuels.
male ego. I adore it and had such a nice time working on it. Where do you hope to take your career? I’m thrilled to keep working as a Production Manager and Line Producer on independent and/ or art-films for the big studios. I’ve always thought to myself, ‘the moment I work on a film like Beverly Hills Chihuahua 3, is the moment I should quit the industry!’
Above and bottom left: Jay & Silent Bob Reboot Roadshow
What other big projects have you worked on and do you have any favourites? In 2019, I produced the behind the scenes content for Jay and Silent Bob Reboot with my husband. This was an absolute blast to work on as we were shooting in New Orleans during Mardi Gras. Honestly, my favourite film to have worked on was probably one of the smallest ones, Joshy. It was filmed for a very low budget in 2015 and it’s about the fragile EYNESBURY TIMES // TERM 2 2020
What advice would you give someone considering following a career in film? Be prepared to work HARD! I strongly suggest that you know the exact position you want to work towards before choosing this career. For example: if you want to be a writer, begin your career as a writer’s assistant or an intern for the writer’s room - not an intern at a casting agency. If you want to be a cinematographer, it would be best to start as a camera assistant or in retail at a camera house - not as a production accounting clerk. 43
TRANSITION
MORNING From old to new...
...we welcomed the students joining us in Semester 2 on a Transition Morning on the last day of the term! Designed to ensure our new students are settled, comfortable and any first day nerves are eased, the morning consisted of some fun ice-breaker games, meeting year level buddies and key staff members, and getting ready for the start of term.
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EYNESBURY TIMES // TERM 2 2020
EYNESBURY TIMES // TERM 2 2020
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Eynesbury Senior College
T: +61 (0) 8 8410 5388
15-19 Franklin Street
E: city@eynesbury.sa.edu.au
Adelaide
W: www.esc.sa.edu.au
SA 5000
Socials: @eynesburyseniorcollege