Brisbane Girls Grammar School Gazette, Issue 2 2022

Purposeful Community Engagement

On the cover

In 2022, Brisbane Girls Grammar School celebrated five years since our Dorothy Hill Observatory was officially launched.

Since then, students have taken more than 28 900 images. The observatory has enabled Grammar girls to produce breathtaking images of the cosmos, as well as undertake peer-reviewed scientific research.

To celebrate this milestone, our cover image comes from the 2022 Astronomy Competition Grand Prize Winner, Tara Mann (10G), who produced a captivating photo of The Veil Nebula.

Grammar Gazette

Issue 2, 2022 | Volume 40

Managing Editor:

Ms Veena Herron, Director of Communications and Engagement

Editors:

Ms Jackie Hayes, Communications Manager

Ms Felicity Coye, Senior Communications Officer

For Gazette enquiries and comments:

T +61 7 3332 1300

E communications@bggs.qld.edu.au

To change your subscription to the Gazette from printed to electronic please email communications@bggs .qld .edu au .

Printed in Brisbane on environmentally responsible paper.

02

From the Chair

Ms Julie McKay

From the Principal

Ms Jacinda Euler Welsh Embracing our bright future

Marrapatta

in

the City If we can’t go to Marrapatta, Marrapatta will come to us

Astronomical Connections

The observational astronomy program 28 A Bronze Gift for a Platinum Celebration The Roman goddess, Minerva, returns to BGGS

Behind the Curtain

With sound designer and theatre artist, Isabella Hall

A

Serving Purpose

A spark for serving still shines brightly

Incredible Alumnae Achievements

A Legacy of Generosity Celebrating 70 years of parent support

BGGS Giving Day A lifetime of possibilities

From the Chair

Celebrating our purposeful and engaged BGGS community

It is hard to pick a favourite season—each one brings its own unique characteristics and challenges that we either treasure and celebrate, or grit our teeth and work through, knowing that the next spell will be here all too soon. So too, it is difficult to choose a favourite School term for the very same reasons. However, I think that Term 4 has a special feeling of joy and exuberance. This feeling is reflected in the blossoming Jacarandas that accompany the farewell to our Year 12 students and the uplifting experience of Speech Day.

At its core, Term 4 radiates community spirit, so it is fitting that our theme for this issue of Gazette is Purposeful Community Engagement—the goal of which is to maintain not only a strong community but a purposeful one In addition to creating a School community that shares a belief in the importance of educating women, and values the finest traditions and aspirations in education, we also want our students, teachers, parents, and alumnae to continue to be actively engaged in our community as well This can be by volunteering our time, through philanthropic efforts, by celebrating our successes, and by speaking positively of the School and the impacts a BGGS education can have on a girl’s life, and through them, the lives of many others

While often used in relation to a geographic location, the first records of the word ‘community’ come from around 1325, from the Latin word, ‘commūnitās’, meaning ‘joint ownership or use’. Our community, our ‘joint ownership’ of the belief in a broad, liberal education for young women, has been at the forefront of BGGS for more than 147 years As the School approaches its 150th anniversary, we will be unveiling the next evolution of the School’s Strategic Design to see us through to this important milestone and beyond This document will articulate our priorities for the next four years, and guide significant School projects including master-planning work, environmental sustainability efforts, and the School’s Reconciliation Action Plan At its core, however,

Ms Julie McKay Chair of the Board of Trustees

it will reinforce that for which we have stood since 1875—ensuring the provision of an exemplary broad liberal education for young women .

Underpinning these actions is a shared belief in the importance of community Our BGGS community is united in its support of our students and through the parent support groups, on the sidelines of sport or at special performances, and social gatherings, we have been reminded of how important that support has been through the last three years of this pandemic I extend my sincere thanks to our volunteers for everything they do .

The 70th Anniversary of the P&F this year was an opportunity to acknowledge their important work through the years In recognition of this significant milestone, a bronze bust of the Roman goddess, Minerva (page 28), was gifted to Girls Grammar P&F Association President, Dr Cate Campbell, celebrates the many contributions that this organisation has made to the School community (page 32), and President of the Fathers Group, Mr Hayden Wells, takes us behind the curtain to reveal what the group aims to achieve each year, and the importance of any, and all, contributions that support the School (page 33)

As 2022 draws to a close, I wish you all a happy and restful holiday season and look forward to strengthening our Girls Grammar community even further in 2023 ■

above Ms Julie McKay speaking at the P&F Association's 70th anniversary celebration

From the Principal

Embracing our bright future

Ms Jacinda Euler Welsh Principal

This quote by esteemed American author and civil rights activist, Marian Wright Edelman, can be seen in action at Brisbane Girls Grammar School in myriad ways.

Each day, our teachers enrich the lives of Grammar girls by facilitating deep learning and critical thinking, allowing students to examine the world with fresh eyes and challenge the status quo Beyond the classroom, students engage in the many Service clubs and activities that the School offers, and beyond schooling, pursue careers that allow them to contribute to their world in meaningful ways

We can also look at Edelman’s belief through the eyes of our BGGS parents who entrust their daughter’s education to our School, trusting that her life will be enriched, that she will develop into a confident young woman ready to take her place in the world . Our alumnae continually return to share their experience and knowledge with students, whether via their mentorship, their coaching conversations, or through time in the classroom

What all these actions have in common is that they are rooted in improving lives through education— sharing of knowledge, of time, of tangible resources—for the betterment of our BGGS community, our society, our world

In addition to marking our appreciation for volunteers, celebrating our support groups also sets a strong example to our current students about the value of getting involved in the community and making an impact Commemorating the 70th Anniversary of the P&F Association allowed us to step back and acknowledge how significant their impact has been since the organisation’s inception in 1952 In a testament to how well the P&F understands and cares for the BGGS spirit, they donated a majestic bronze bust of Minerva—the Roman goddess of wisdom and strategic warfare, and the sponsor of arts, trade, and strategy— to commemorate the occasion An accomplished all-rounder, Minerva captures the School spirit perfectly, reputedly excelling at music, poetry,

medicine, wisdom, commerce, weaving, and the crafts. Already a much-loved addition to the School, we have seen numerous students seeking her out— pausing to admire her determination and resilience and to be inspired by all that she represents

As we begin to develop the next iteration of our Strategic Design, which will see us through to and beyond the School’s sesquicentenary in 2025, we will continue to strengthen our civic ties, and maintain a culture of philanthropy where giving, in various ways, is a very natural and affirming part of being a member of the Brisbane Girls Grammar School community .

In our celebration of community engagement in this edition of Gazette, we highlight the BGGS commitment to being a ‘global citizen’ by engaging on both a national and international level through such channels as the Thoughtful Educators Conference and many episodes of the Illumine podcast (page 6). I hope you enjoy reading it. ■

above Principal, Ms Jacinda Euler Welsh, with students on Giving Day 2022

‘Education is for improving the lives of others and for leaving your community and world better than you found it'.

—Marian Wright Edelman

A Million Reasons Why

A campaign of gratitude

The scene was dazzling. A sparkling and glowing ‘tree’, blooming flowers, and BGGS mothers gathering— old friends, and new ones being made—to unite as a community and invest in their daughters’ education. Tucked discreetly underneath the pink-lit tree was a red letterbox and throughout the afternoon it was filled with heartfelt affirmations addressed to BGGS teachers, students, and professional staff.

This was the scene of the first Just Because campaign— an initiative launched by the School this year to rethread the needle of the BGGS community after two years of lockdowns, isolations, and quarantine The aim of these activities is to celebrate our inherent gratitude for one another, give our thanks for being part of this wonderful and supportive community, and to welcome newcomers with arms wide open .

This first initiative took place in Term 1 with students writing heart-warming postcards to their mothers to thank them for the joy and support that they bring to their lives. Some students thanked their mothers for the oftenoverlooked day-to-day logistical support—rides to school, lunches made, general ferrying to co-curricular activities— and others acknowledged the deep emotional care that their mother provides and celebrated their impact on making them a better person. Students were filmed sharing their message, and the compilation was screened at the Autumn Luncheon, where surprise, tears, and laughter filled the room.

BGGS mother, Ms Mary Jane Capp, expressed her appreciation for the activity. ‘The Just Because campaign is a wonderful way for the Girls Grammar community to band

together, particularly in the current climate, and it instils a very important message in ‘our girls’ as well—support, gratitude, kindness, and love ’

To ‘pay forward’ these expressions of gratitude, attendees of the luncheon were given the opportunity to write their own postcards to their daughter or a School staff member An overwhelming number of mothers wrote to BGGS teachers, and staff were gifted their postcards at the end of Term 1

Upon receiving her postcards, Ms Clare Finlayson, Coordinator of Choirs, said ‘As a teacher, so much of my day-to-day life is spent on logistics and finding solutions, so the impact of a note from a parent or student that lets you know that your efforts are seen and appreciated is felt deeply’

Head of Beanland House, Mrs Sacha Cross, was also moved by the messages penned to her. ‘Receiving the postcards from parents, with such genuine and thoughtful words of appreciation, gave a sense of assuredness that the care and support that I provide to their daughters, both academically and pastorally, is valued I have the postcards pinned to my board and read them when I need a lift’ she said ▶

above Bronte Stathis (12L) displaying her Dear Me postcard

In Term 2, the focus of the campaign switched to selfgratitude, and every student in the School took time to write themselves a Dear Me postcard that was gifted back to them in Term 4 The Student Care team at the School encouraged the girls to write themselves a note of reflection and self-encouragement that they can read ahead of their final exams—one last reassurance from the person who ultimately knows them best .

The goal of the Term 3 initiative was to welcome incoming parents and students, so they arrive at BGGS in 2023 to a sea of familiar faces, equipped with welcoming words and helpful tips Championed by the Parents & Friends (P&F) Association and Mothers Group ahead of the inaugural Incoming Parent and Daughter, the From my family to yours activity invited current families to write words of welcome and wisdom to our incoming Year 7 families, which were then gifted at the dinner Messages included encouragement on how to thrive at BGGS such as ‘say yes to everything’, to practical suggestions including ‘early visits to Spotlight for House Party outfits’, and ‘accept that you will need to replace at least one hat and blazer’. Another favourite was ‘allow your daughter to take public transport to school—she will be alright’ Our current parents captured

the community spirit of Girls Grammar beautifully with their messages, extending a personalised and warm welcome to future BGGS families

The final act of the Just Because gratitude campaign took place at the end of Term 3 with BGGS fathers penning notes of support and gratitude to their daughters ahead of the Father and Daughter Dinner A screening of the fathers reading out their messages was shown at the event to the shock, delight, and at times, deep embarrassment of the girls Leading this initiative was President of the Fathers Group, Mr Hayden Wells, who revealed that ‘the goal of these messages is to share the often unsaid, but always felt, deep gratitude and sense of wonder that fathers feel towards their brave, resilient, and determined daughters’

The small but heartfelt actions of the Just Because activities touched many BGGS hearts this year, proving once again the extraordinary power of words, and their ability to move someone long after a message is read and tucked away for safekeeping ■

top left Mothers writing postcards to their daughters and School staff at the Autumn Luncheon top right A postcard recipient at the Incoming Parent and Daughter Dinner above left Head of Beanland House, Mrs Sacha Cross, receiving her messages from parents above A message addressed to incoming parents

Global Citizens

Valuing perspectives from far and wide

According to Oxfam, ‘A global citizen is someone who is aware of, and understands the wider world—and their place in it’. They are ‘citizens of the world’ and ‘take an active role in their community and work with others to make our planet more peaceful, sustainable and fair’.

Since its inception, Brisbane Girls Grammar School has adopted this philosophy to ensure that graduates have the educational foundation to contribute to their world with wisdom, imagination, and integrity. An international outlook and open-minded approach to life is cultivated through meaningful engagement with affiliate schools, our own diverse Girls Grammar community, and the wider world

The inaugural Thoughtful Educators Conference held at the School in July was envisioned as a wonderful opportunity for BGGS staff to share what they have learned with like-minded professionals. Worldrenowned educator and researcher from Harvard Graduate School of Education’s Project Zero, Dr Ron Ritchhart, was the keynote speaker and participant in a lively panel discussion During his visit, Dr Ritchhart also recorded an episode of Illumine with Principal, Ms Jacinda Euler Welsh. They discussed what a ‘culture of thinking’ is, why this is such an important foundation for student thinking and learning, and the key idea that through a series of small changes in teacher practice, big things can grow in the classroom and beyond, and thus, a ‘culture of thinking’ flourishes.

Engaging with another international expert, Ms Euler Welsh hosted clinical psychologist and best-selling author, Dr Lisa Damour, in a special two-part episode of Illumine for Parents . Together they discussed tactics on how to successfully navigate the many difficult conversations that parents often need to have with their adolescent daughters, including understanding teen friendships and ‘cancel culture’, negative online behaviours, and powerful teen emotions They concluded their candid conversation reminiscing and reflecting on how the period of adolescence, although hard at times, can be such a joyous and connected time for families. ▶

above right Dr Ron Ritchhart presenting at the Thoughtful Educators Conference right Dr Lisa Damour

When BGGS alumna, Ms Cathy Milliken (1972), returned home from Berlin to visit family, she shared her lessons and learnings with us on an episode of Illumine—Grammar Women. A renowned oboist, composer, and music educator, Ms Milliken initially pursued a musical education locally at Queensland Symphony Orchestra, before travelling overseas to assume positions in some of the most highly regarded classical music orchestras in the world Her truly global perspective, and reflections on navigating challenging situations in foreign lands during vastly different times, are an inspiration. Today, amongst various musical projects and composition commissions, Ms Milliken advocates for greater recognition of women musicians and composers .

Closer to home, BGGS has also engaged local thought leaders including author and columnist, Ms Madonna King, and specialist clinical psychologist, Dr Judith Locke, to provide valuable and authentic information about parenting and the challenges that adolescent girls face in Australian society today These intimate sessions have been well-attended by families and demonstrate that BGGS parents have a deep interest in learning and understanding their daughters and helping them to find their place in our increasingly complex world

BGGS has also continued to have a strong voice on the national stage by contributing to conversations affecting the education sector. The ‘teacher shortage’ issue was explored in an episode of Illumine, and the candid conversation between Ms Euler Welsh, Deputy Principal (Academic), Dr Bruce Addison, and Deputy Principal (Cocurriculum), Ms Sophie Mynott, was picked up by the Australian Financial Review and featured in their weekend publication, AFR Weekend Their discussion covered what they believe is contributing to the decline in teaching graduates, reasons behind the resignation of current teachers, and the hurdles mid-career changers face when considering a switch to teaching They also examined the solutions being put forward by the government and policymakers as part of the National Action Plan, and ideas of their own for addressing the issues .

Girls Grammar will continue to seek the insights and perspectives of experts from around the globe and within our own communities —ensuring that the School maintains the mindset of a global educational institution: aware of our place in the wider world; actively involved in our communities; and working towards making our planet and society a more peaceful, sustainable, and just place for all. ■

References

www.oxfam.org.uk/education/who-we-are/what-is-global-citizenship/

top Ms Jacinda Euler Welsh in the studio with alumna, Ms Cathy Milliken (1972) above The AFR Weekend article that featured Ms Jacinda Euler Welsh, Dr Bruce Addison and Ms Sophie Mynott discussing the teacher shortage

Higher, Further, Faster How sport

builds community at Girls Grammar

Alice Barker (12R) and Charlotte Wagland (12O) Sports Captains

When we begin our journey at BGGS, it feels like we are instantly part of a community—the royal blue is the way others identify us in the world, and the values it represents remain with us long after we pass through the white picket fence for the last time. However, it is through co-curricular activities, such as sport, that this sense of community—connection, growth, culture—is forged and fostered. It has been our honour as Sports Captains to work to encourage our peers to not only run faster and jump higher, but to foster even more powerful community connections.

Again it has been a year like no other—commencing with a delayed start and missed rounds, closely followed by interruptions due to the floods and other severe weather However, despite these disruptions, the continued hard work of Director of Sport, Ms Jo Duffy, and other Sport staff, meant that we were still able to expand the sporting opportunities available to students including the launch of Australian Football at the School, and participation in the Reconciliation Round We are proud to say that the sense of community is stronger than ever, with the School coming together in great numbers to show their support, and more opportunities arising for students to find their pack. That is no surprise though, given the power of sport to unite Sport at BGGS, whether played as an individual or in a team, allows us to connect with likeminded people and form deep bonds There are ups and downs; you see laughter and tears; but no matter what, we stand united Through participation in sport, the faces within the School community become more

familiar In addition to forming friendships with other students, those who participate in sport get to know the coordinating teachers, often forming a close rapport with them because of shared interests

Our sporting community reaches far beyond students alone, as parents and coaches form strong bonds as they work together to support and encourage their charges For only a few hours a week, all involved learn so much about one another, and about the beautiful diversity of our community It’s something we would never experience without participating in sport

There are too many benefits of sport to describe in one article, but the crux of the matter is this—for those looking to connect, engage, and bond with others, as well as stay healthy in mind and body, sport is the answer We are so grateful to have had the privilege of being the BGGS School Sport Captains for 2022 It was an honour to encourage and support our peers as they found their sporting passions and built powerful bonds within the Girls Grammar community ■

above Alice Barker (12R) and Charlotte Wagland (12O), Sports Captains 2022

FROM THE STUDENTS OGA VOLUNTEERS

Inspired by the Past

The stories of Grammar Women are an inspiration for our future Miranda Carter (11L) and Paige Vidler (11M)

The Old Girls Association (OGA) is one of the many service groups at BGGS and has been led by President, Mrs Julie Caton (Cleghorn, 1981), for the past five years. The OGA Volunteers play a vital role in the administrative, meet and greet, and ambassador responsibilities for the many alumnae functions held throughout the year When the opportunity arose to become an OGA Volunteer, we jumped at the chance—we were both eager to strengthen our ties to the School and create connections with Grammar Women

We both volunteered for the 20, 30 and 40-year reunions and our activities included taking the groups on tours of the School, which allowed the past students to compare the School’s current environment with what they had known. We, alongside other OGA Volunteers, guided the 30-year reunion group tour While conducting these tours, it was inspiring to listen to the women’s stories, both from their Girls Grammar days, and what they have achieved since Although neither of us have existing family connections with BGGS, this experience as OGA Volunteers has helped us develop an even stronger connection with our highly valued community and enabled us the opportunity to give back

It was fulfilling to see the Grammar Women’s excitement upon their arrival back to the School and this has made us even more grateful to be part of such an enriching community . The support and encouragement demonstrated by the BGGS community was reflected through this opportunity and has truly emphasised the phenomenal impact of a Girls Grammar education ■

top Miranda Carter (11L) and Paige Vidler (11M) above President of the OGA, Mrs Julie Caton (Cleghorn, 1981) with OGA Volunteers

Marrapatta in the City

Ms Sophie Mynott Deputy Principal (Co-curriculum)

The first half of 2022 brought many challenges to the Girls Grammar community, including our Outdoor Education staff who are based at the Marrapatta Memorial Outdoor Education Centre near Imbil in the Mary Valley. Having successfully navigated the COVID-19 health guidelines for the past two years, and waited patiently for students to be able to travel to their campus, the Outdoor Education staff experienced further disruption caused by the flooding events in February and May. ▶

If we can’t go to Marrapatta, Marrapatta will come to us

above Illy Edwards-Kalaf (8L), Evangeline Bourke (8L), History Teacher, Ms Holly McDowell, Phoebe Baker (8B) and Elsie Lowry (8O)

The wet start to the year, coupled with 286 mm of rain falling on an already saturated catchment, meant the Marrapatta campus and surrounding Mary Valley communities experienced their third flood for 2022 in the first two weeks of May This weather event caused so much damage that the road to Marrapatta was inaccessible, resulting in the postponement of the 8 .1, 8 .10, 8 5 and 8 7 class visits—the second postponement for the latter two groups Demonstrating the resilient spirit of Marrapatta and BGGS when faced with adversity and disappointment, the Outdoor Education team chose to be adaptable and adventurous and bring the program to the Spring Hill campus . Taking advantage of a small window when they were able to reach the Marrapatta campus and collect supplies, the staff packed up their specialist gear, studied maps, rewrote the program, and drove down to Brisbane to deliver ‘Marrapatta in the City’.

The Year 8 Outdoor Education program, Navigate, expands on the Year 7 Connections program to build students’

self-awareness, social capabilities and connection to the environment Each student sets personal goals and chooses her level of challenge with each activity, navigating a range of situations respectfully, including being out of her comfort zone, group dynamics, logistical changes, and moving through the physical environment By bringing Marrapatta to the students, we were able to model adaptability and resilience and provide a different type of outdoor learning experience for them, albeit on the grassy slopes of Victoria Park and in the ‘campsite’ of 89 Gregory Terrace. Highlights from the adapted program included the students canoeing in the School pool, exploring the trails at Mount Coot-tha, and learning to cook satisfying meals on their camp stoves . Having a go at these activities and others, helped to increase the students’ capacity to try new things and be adaptable, allowed them to navigate new physical challenges, traverse the social structures of community living, and take calculated risks to build their confidence in their abilities.

While disappointed not to be able to deliver the Outdoor Education Program at the ‘heart’ of Marrapatta for all groups this year, we are fortunate to have natural spaces within easy reach of the Spring Hill campus where we can connect with each other and the world around us, reflect, and make memories Despite all the obstacles Semester 1 2022 presented us with, every student in Years 7 to 9 had the opportunity to participate in an Outdoor Education Program this year, which is a remarkable feat in the circumstances! We wish to acknowledge and thank all the staff at Marrapatta and Spring Hill who made the ‘Marrapatta in the City’ program possible, and also celebrate the students who displayed great resilience by accepting the disappointment of the change in venue, adapting to the last-minute changes, and taking risks by ‘having a go’ at a newly developed Outdoor Education experience ■

top left Alice Yuill (8L), Annalise Hazzard (8O), Alexandra Stubbin (8B) and Mia Memisevic (8L) top right Mia Memisevic (8L), Annalise Hazzard (8O) and Elke Renshaw (8E) above left Year 8 students cooking dinner above centre Fiona Huang (8L) bike riding on the Teal Floor above right Grace Jackson (8M)

Marrapatta in the City

Community Spirit

The unifying force of music

Music is a unifying force across the globe, and particularly at Brisbane Girls Grammar School. There is nothing more uplifting, soul-inspiring, and life-affirming than the resounding joy expressed by the multitude of musical ensembles that honour the fine tradition of musicmaking within our white picket fence.

Mr Paul Johnston Assistant Director of Instrumental Music (Acting)

It is our people who comprise the most crucial element of the signature events we witness, such as Gala Concert, Cathedral Concert, and International Women’s Day. Our students (past and present), staff, and families, all endeavour to deliver joyous and enriching performance opportunities for the BGGS community Without our people, the walls of the concert halls remain silent, our rehearsal spaces are empty caverns, and the music would never reach the hearts of the audience

In our signature performances, the BGGS community offers a place of sanctity, vibrant energy, quiet reflection, and blazing passion. Whether it is the mighty empowerment of musical women at the International Women’s Day event, the warm embrace of the acoustics of St John’s Cathedral, or the enthralling fire of the Gala Concert finale, there is something for all in every performance

The BGGS International Women’s Day Concert affords us the opportunity to celebrate the enormously inspiring contribution that women composers and musicians have made, and continue to make, to the world of music performance . We are motivated by addressing the statistical anomaly that shows us fewer than five per cent of repertoire performed by professional orchestras is by female composers . To do our part to counter this, we choose to commission, champion, and feature professional female composers’ works as well as the work of our current and past students .

Cathedral Concert is consistently one of our most popular events, not only in the musical calendar, but for the wider School The afternoon concert is a serene experience where the sunlight streams through the stained-glass windows as the music warmly washes over us The experience of the seemingly endless resonance of the Cathedral is one that cannot be authentically ▶

above left Irene Shim (11G) at Cathedral Concert above right 2022 Gala Concert, Luminescence

described in words One must feel the sensation of the music as it envelopes you in its breathtaking beauty .

And Gala each year takes us on a new and enthralling adventure that provides the audience an open invitation into the creativity, ingenuity and, most importantly, the imagination of our staff and students It is a stunning spectacle to witness the BGGS community gather to bask in the wondrous musical and performance talents of our students

Uniting people is a fundamental purpose for us when curating concert events . We strive to have our community feel a sense of belonging, ownership,

stewardship, and pride in what they experience Having our students pay forward their gratitude in the form of performance excellence, dedication to their craft, and guiding the next cohort of young musicians is fundamental to forging the BGGS culture of inclusivity, generosity, and positivity

Our School community is richer for the gift of music . Everyone is welcome, everyone can contribute, and every one of us makes our community stronger Music at Brisbane Girls Grammar School is alive and thriving—please come and enjoy the experience with us. ■

top Students performing at Cathedral Concert above 2022 Gala Concert, Luminescence

FROM THE STUDENTS TEXTILE INNOVATIONS CLUB

A Community of Creativity

The speedy adoption of slow fashion at BGGS

Milena Saina (11O)

I joined the Textile Innovations Club when it started in 2021 and have seen it develop and grow from a few loyal members each week, to a packed classroom with so many creative, engaged, and curious young minds. Coordinator of the club and Head of Griffith House, Mrs Stephanie Thomas, invites various guests to attend our meetings to share knowledge in different forms of developing textiles . Anyone with any level of experience can join the club and develop their curiosity into unique textile pieces We have access to many different tools, second-hand fabrics, and machines, so we can create whatever our hearts desire!

What I love most about sewing is that the techniques we develop from making one article of clothing can be applied to other forms and accessories In textiles, we can build upon our acquired knowledge, so that in the future we can progress to larger and more complex projects. Right now, we have students making scrunchies, shirts, extravagant rainbow capes, shorts, knitted garments, crocheted hats and more!

With the help of Mrs Thomas’ expertise, I made my dress for the semi-formal. I did this because I wanted to embrace using slow-fashion and so my dress would be completely unique to me and exactly what I wanted In addition to teaching us new techniques and developing our abilities, another aim of the Textile Innovations Club is to learn about slow-fashion and become curious about recycling and remaking clothes Slow fashion is the opposite of fast fashion, where fast fashion is the unsustainable and often also unethical making of clothes, whereas when we make our own clothes or recycle others, we eliminate the effects of fast fashion on underpaid workers and the environment .

It has been wonderful to see the effort our members have put in to creating their own textile designs, and in the future, we hope to see our loyal members teaching and spreading their love of textiles to the students that follow ■

left Milena's semi-formal dress

FROM THE STUDENTS VISUAL ART

Animalgams by Leyla Bouhafs (8H)

Momento Mori by Shanae Sirimana (9L)

Still Life by Kyleen Tsang (8H)

Animalgams by Savannah Hignett (8M)

Behind the Curtain

A candid chat with sound designer and theatre artist, Ms Isabella Hall

Ms Isabella Hall has worked with BGGS as a sound designer on many productions since 2018, and as a visiting artist in the Drama Studio co-curricular club. She made her mainstage directorial debut this year in the Year 9 and 10 Drama Production, This Girl Laughs, This Girl Cries, This Girl Does Nothing by Australian playwright, Finegan Kruckemeyer.

Tell me about your passion for theatre.

I was always interested in fantasy, and passionate about magic and things outside of the ordinary In theatre, magic comes to life right before your eyes; the world you exist in while watching a performance isn’t the same as the one outside the theatre doors—you are transported to another place . I love theatre because it lets me exist in another world

For many years the School has benefitted from your technical expertise as a sound designer. How would you describe your first project with BGGS?

My first experience with BGGS was very dear to me The Director I was working with was kind enough to take a chance on me as a

first-time sound designer when I was only 19 years old, and the School provided me with all the support and encouragement I needed to make it to the finish line. My most vivid memory is of the opening night when I fired my first sound cue. My hand was shaking, but after this first cue I realised that I too was part of the big team on stage, and there was no room for nerves! I relaxed and just appreciated being there and enjoyed what we had created together

Can you discuss your training with sound, and what influenced you to engage with this field?

My relationship with sound and music stretches as far back as I can remember My father is a multi-instrumentalist and sound engineer who had me playing instruments and helping him with recording equipment since I was strong enough to lift it At school, I was part of a rigorous music program and trained as a percussionist and vocalist, while being highly involved in the Drama department . I studied both Music and Drama at Queensland University of Technology (QUT) and I knew I wanted to continue my

Dervish-Ali Drama Teacher & Coordinator of Drama Productions

professional development as a musician, but I wanted to explore a different avenue. In my first year at QUT, I was cast in a production as both an actor and sound designer After that, my heart was set on veering my musical practice towards composition and sound design for theatre

The Drama Studio, our weekly Cocurricular Drama club, has been privileged to have you as a visiting artist since 2021. What has this experience of fringe theatre works been like?

I love Drama Studio because the focus is on high-paced creation, exercising creativity in a welcoming environment, and letting the students take the reins Programs like Drama Studio help young people learn critical skills like confidence-building, valuing your intuition, and realising the capability of your imagination, which I believe are all so important to learn at an early age . These are the skills that help you tackle and master anything you set your mind to in life, so it is very rewarding to be involved in a program that helps young people cultivate these mindsets . ■

above Ms Isabella Hall left Flora Cardell-Ree (9O) and Shonam George (9M) in rehearsals for the production, This Girls Laughs, This Girl Cries, This Girls Does Nothing

Mr Ben

Incredible Alumnae Achievements

Queensland’s 2023 Rhodes Scholar

Economist, athlete and BGGS graduate, Josephine Auer (2015), was announced by Queensland Governor, The Honourable Dr Jeannette Young AC PSM, as the state’s newest recipient of the world’s oldest and most prestigious international scholarship program.

Since graduating from BGGS in 2015, Josephine has continued to progress and achieve both in the classroom and beyond .

In 2019 Josephine completed a Bachelor of Advanced Finance and Economics (BAdvFin&Econ) (Hons) at The University of Queensland (UQ) with a perfect GPA of 7, and was awarded the University Medal for her year . She was part of the degree’s inaugural cohort and Valedictorian of the Economics School, and was named UQ’s 2020 Graduate of the Year .

A talented athlete, Josephine won several national age titles in the 800 m and 1500 m while she was a student at Girls Grammar, and made the 2018 Commonwealth Games trials in the 1500 m Her passion for running continued into her post-schooling life, and in 2021 Josephine was the Bridge to Brisbane open 10 km women’s champion, and won the Australian University Games 10 000 m and 5 000 m titles the same year.

Josephine intends to use her Rhodes Scholarship to study a two-year Master of Philosophy (Economics) at the University of Oxford—an exciting new chapter following her BAdvFin&Econ (Hons) at UQ Outstandingly, she is also nearing the completion of a Bachelor of Mathematics, with a major in statistics and pure math

‘I know the globally renowned MPhil Economics program will build upon my existing background in economics and mathematics and provide a strong foundation to progress to doctoral research in my area of interest

‘I am most excited by the opportunity to develop the skills and tools needed to live a life of impactful service,’ Josephine said, following the announcement

The Rhodes Scholarship is, indeed, a prestigious honour, and Josephine is the fourth BGGS alumnae to receive this award Grammar Woman, Dr Beth Woods (1972), was one of the first Australian women to ever receive this scholarship in 1977 and went on to become the first female professor at UQ’s Gatton campus, and the first female head of the Queensland Government’s agriculturerelated department .

In 1994, Dr Elsina Wainwright (1988) received the honour and used it to complete both her Master’s and Doctorate in International Relations at the University of Oxford In 2018 she was awarded a Member of the Order (AM) in the Australia Day Honours for significant service to international affairs, through Australian defence, foreign policy, and conflict prevention studies, as an analyst and academic

Now a Lecturer at the TC Beirne School of Law at UQ, teaching in the Law of Evidence, Constitutional Law, and Public International Law, Dr Caitlin Goss (2001) received the Rhodes Scholarship in 2009 and obtained her DPhil in comparative constitutional law at the University of Oxford, where she previously read for a Bachelor of Civil Law and an MPhil in Law ■

Under the Will of the late Cecil John Rhodes, Rhodes Scholarships are postgraduate awards, recognising outstanding all-round students and enabling them to study at the University of Oxford. Scholars are selected each year from countries around the world based on the qualities Cecil Rhodes set out: academic and intellectual excellence; integrity of character; respect for fellow beings; and a capacity for leadership.

above Josephine Auer (2015) Photo supplied by Queensland University of Technology (QUT)

School Life

1 The three finalist designs of the Year 10 Economics book cover competition: Isobel Payman (10M), Annabel Wang (10R), Karissa Zhu (10R) and Tiara West (10W) 2 Jesse Coleman (10E) and Adeti Pradish (10E) at the England House Churros Stall 3 Year 12 students in their senior jerseys 4 Maya Sudrikku (12R), Sienna Crosisca (12M) and Heon Kwak (12O) celebrating on Blue Day 5 Year 7 students had a vir tual reality experience during a Humanities lesson 6 BGGS State and National Representative students at the Principal’s morning tea celebration 7 Darcey Moodley (7O), Freya Pearn (10H), Allanah Steer (7H) and Eve Wilkinson (7M) at the Libellum Society’s ‘Middle Earth’ Literary Café 8 Students conducting science experiments 9 Claudia Parr (12G) and Mr McGarry at the Health Promoting Schools student-teacher Basketball match 10 Jasmine Patten (7H) and Penelope Bale (8O) at the Hirschfeld House pancake breakfast 11 Annabelle De Stefani (9W) and Anne Bender (9H) during a Year 9 Ethics lesson 12 Tess Kelley (12H), Kate McDonnell (12H) and Alexandria-Jayde Tucker (12H) at the Hirschfeld House pancake breakfast

13 Interhouse Athletics Carnival held at Queensland Sport and Athletics Centre in Nathan 14 Niamh Bedggood (12O), Charlotte Wagland (12O) and Annabel King (12L) at the Interhouse Athletics Carnival 15 Caitlin Fasone (7W) and Pallavi Cherian (7W) at the Interhouse Athletics Carnival 16 Layla Barbour (10O) recording an archaeology dig in Ancient History 17 Deputy Principal (Co-curriculum), Ms Sophie Mynott, Tianyu Guo (12H), Isabel Shorrock-Browne (12R), Simran Mackrani, (12H), Madeline Bemrose (12R), Kit Leach (12O) and Director of Service, Mrs Lynne Mungomery with the School’s ANZAC Day wreath 18 Griffith House students at the Interhouse Athletics Carnival 19 Deputy Principal, Mrs Anne Ingram, Isabel Shorrock-Browne (12R), Simran Mackrani, (12H), Director of Service, Mrs Lynne Mungomery and Deputy Principal (Co-curriculum), Ms Sophie Mynott on White Blouse Day 20 Tia Fitzpatrick (12M) performing in the Interhouse Choir Competition 21 Freya Smith (11E) performs in the Arts Fest Open Mic Session 22 Rishika Vijeyakumar (8G) at the 2022 QUEST with Brisbane Grammar School (BGS) 23 Isabella Ho (10E) and Lillian Blanshard (11R) 24 Holly Eddington (12B) at the Artist in Residence workshop

Students at the Ar tist in Residence workshop

Physical Theatre Workshop

Brisbane Girls Grammar

Remedios (12G) and Shanna Heath (12L) at Cathedral Concert

Grace Paschkewitz (11O) at Cathedral Concert

Year 9 students par ticipate in the Louis Trials

Lillie Turkovic (11E) and Ellen Dwyer (11L) at Cathedral Concert

Eva Nykiel (10R) playing the Japanese drums

Lilley House students at the Interhouse Cross Country Carnival

Ms Nicola Fulton-Kennedy (1971), Ms Grace Sha (2004) and Ms Margaret Vallance (1959) at the Lady Lilley Medallists Luncheon

Principal, Ms Euler Welsh, with Ms Angie Milliken (1981) and Mrs Julie Caton (Cleghorn, 1981) at the Grammar Women: Leaders and Game Changers event

Millie Flynn (8B) and Olivia Basile (8B) with their fathers at the Father Daughter Dinner

Elizabeth Burke (8O) at the tree planting in Victoria Park organised by Brisbane City Council for National Tree Day

Grammar Women, Ms Lily Cilento (2015), Ms Michaela George (2016) and Lili Wackwitz (2016), at the Grammar Women: Leaders and Game Changers event

The panel discussion at the Thoughtful Educators Conference

Interhouse Cross Country Carnival held at Victoria Park

Brisbane Girls Grammar School

FROM THE STUDENTS ICT PROJECT

Real Space

Exploring the stars from a digital app

Sandra Jiang (12W), Jordan Havu (12W), Nicole Choo (12B)

Real Space first began as individual projects for our elective Year 12 Technologies subject: Digital Solutions. The School’s Dorothy Hill Observatory allows us to use the telescopes to request images of celestial objects. We then process these using image-editing software and filters to enhance the images and produce unique artistic results. However, currently these records are stored in Excel spreadsheets and on the BGGS network drive—limiting the accessibility to this precious data . Our task was to develop an application proposal that would serve as a solution for managing the School’s growing catalogue of astronomical information and images

After completing our initial assessment, we found that working on this project was so interesting that we decided to join forces as a team to extend on the project and enter in the Young ICT Explorers competition.

This competition involves creating solutions for real-world problems using technology. Entering as a team required us to combine each of our individual ideas and designs together to form one application

Through this, we developed the Real Space platform—a dynamic online gallery that will allow the School and wider community to archive and view astronomical data for education and recreational purposes. BGGS staff will have access to a dedicated web-based space science management system where CRUD operations (the ability to create, read, update, and delete) are available. We also incorporated a virtual-reality experience into our proposal, with the idea that students would be able to have a 360° view of the night sky through VR headsets in a specially designed studio

The whole process involved a lot of research, coding, and considering a human-centered design approach. We learned to use HTML, CSS, JavaScript and JQuery for the front-end design, and NodeJS and MySQL for the back-end setup. During the project, we were able to grow as a team, gaining knowledge on digital solutions to extend our specialised learning In addition to further developing our problem solving, creativity, and innovation skills, this project has also given us the opportunity to explore the endless opportunities that are possible with today’s technology ■

top right Sandra Jiang (12W), Jordan Havu (12W) and Nicole Choo (12B)

above Screenshots from the student-designed and built application

The Real Space application was awarded first place in the 2022 Young ICT Explorers—South East Queensland Competition

FROM THE STUDENTS BGGS BUDDY PROGRAM

Year 7 50 Days Celebration

The first of many BGGS celebrations

Macy Brooks (12M) and Sienna Crosisca (12M) Year 7 Prefects (Mackay House)

In Term 2, the Year 7 cohort came together with their Year 12 buddies to celebrate the completion of their first 50 days at Girls Grammar. The Year 7 girls enjoyed a casual lunch with their buddies, who brought food and baked goods for the occasion . The girls also had their photos taken at the ‘photo wall’—beautifully decorated with House colours Every Year 7 student was gifted a special ribbon to wear on the celebratory day, and Amelia Watkins (7E), said that she will treasure it, along with her 50 Days certificate. Perhaps the significance of the day is best summed up by Nikita Prashar (7M), who said: ‘Our first 50 days at Grammar celebration is important because it shows how far we have all come It makes us thankful for meeting all of our friendly peers and getting taught by our lovely and supportive teachers’

While the successful event was organised by the Year 7 Prefects, it would not have been possible without the assistance of the Year 7 Advisor, Mrs Sally Callie . Although the Year 7 cohort had only recently completed their first Term as Grammar girls, they had already shown wonderful enthusiasm, diving deep into School spirit in sport, music, and arts programs, as well as at the annual House Parties It was wonderful to celebrate the start of their Grammar journey together. ■

above Macy Brooks (12M) and Sienna Crosisca (12M) with their buddies, Miranda Zhang (7M) and Lara Ho (7M)

In Their Words

The magic of connection through experience

The magic of Marrapatta is made up of the little things: all the ‘lightbulb moments’. It might be that they achieve something they thought wasn’t possible—a task as simple as learning to tie a canoe onto a trailer—or it could be the awe of seeing a shooting star for the first time. Marrapatta is a place that not only fosters deep learning and growth, but human connection through shared experiences.

I fell in love with the outdoors from a young age, and I was always a freerange type of child Growing up in the southern suburbs of Adelaide with my three brothers, I was fortunate to have nature at my doorstep, which spelled adventure—from swimming in the creeks to riding our bikes through the forest—the outdoors is where my love of learning developed. I was infinitely curious from the moment I realised the world was such a big place, and that it was waiting for me to explore, and it made me want to deepen my understanding of people too I learned in life that what really fills my heart is when I see people growing and changing and believing in themselves—I really enjoy supporting people in their personal and social growth—and I am fortunate to have that in my role as Director of Outdoor Education at our Marrapatta campus

Initially, I worked at Brisbane Girls Grammar School from 2012 to 2016 as an Outdoor Education Teacher I thought the more experience I had in caring for people, the better, especially when taking students into the wilderness, so I did many extended first aid course, which led to further study I then had a career change and worked as a Paramedic for the Queensland Ambulance Service for four years It was a challenging role, as many emergency services workers would know, and I really missed the positivity of education, and thus, I was drawn back to our BGGS community . Our girls will be leaders of the next generation, so to help them grow and create change in the lives of others is such a wonderful investment Returning to the School this year as Director of Outdoor Education, I oversee the 200 acres of our Marrapatta campus and have the opportunity to develop a vision for the future— adjusting and adapting our program so that students have positive experiences in the outdoors and with each other I work with my local team, the staff at Spring Hill, and parents to ensure that every student has positive outdoor learning experiences at Marrapatta as part of her Grammar education .

Ms Kim Wood Director of Outdoor Education

When students visit Marrapatta, they have the chance to really challenge themselves, to develop confidence in their own capacity, and to sit with the discomfort of new things that they initially don’t think they are capable of achieving For some, they have never been away from their family before, or cooked a meal like spaghetti bolognaise, or experienced that everything they need to sustain themselves, to survive, is in their backpack

Outdoor Education is about building relationships with ourselves, others and our environment—skills that are transferable to life beyond school . To teach a student to paddle a canoe is never the goal, it’s the vehicle through which we create conversation, through which students develop confidence in their capacity to achieve and grow The two people in the canoe must communicate and work as a team in order to navigate their way across the water—not only in the physical sense but in a social and emotional capacity

I love seeing those moments where everything just ‘clicks’ for a student, they realise the importance of community, and how they can contribute more broadly to their world It’s what brings me the most joy at Marrapatta, and that’s when I feel like the magic happens . ■

above Ms Kim Wood left Ms Kim Wood with students at Marrapatta

FROM THE STUDENTS ECOMAN PROGRAM

ECOMAN Program

Where the classroom meets corporate life

Jessica

Wacker (11E) and Isabella Labagnara (11H)

Earlier this year, Year 11 Economics and Accounting students from Girls Grammar and Brisbane Grammar School (BGS) were afforded the opportunity to hone their entrepreneurial skills by participating in the Queensland Private Enterprise Centre (QPEC) ECOMAN challenge An extension of the ECOMAN program that derives its name from ‘ECOnomic MANagement’, the challenge is a business simulation program which aims to familiarise students with the commercial realities of operating a business ECOMAN is delivered by QPEC, a non-profit organisation run by prominent business leaders to educate teachers and students about the constantly changing Australian economy and the central role and contribution of enterprise in our society BGGS Economics students were lucky enough to complete the ECOMAN program as part of the Year 10 curriculum in 2021, and overwhelmingly we found it to be an educational and enjoyable experience.

For this year’s ECOMAN Challenge, 12 students from each school were hosted for two days in a genuine business setting and were able to experience the dayto-day life of a corporate employee. Teams were mixed between both schools, with each attempting to secure the highest share price for their hypothetical company after four years of trading Each team’s company was

a manufacturer of coffee machines and students were required to assume the roles of CEO, Finance Director, Human Resources Director, Production Director, and Sales Director Companies needed to make decisions relating to matters such as demand for the product, production output, sales and marketing, environmental considerations, training staff and number of personnel—whilst also factoring in budgets, financial statements, dividends paid to shareholders, and bank borrowings

Towards the end of the second day, each company held an Annual General Meeting to present their successes to their shareholders and share their company’s values and long-term and short-term goals. Each Director presented the business choices and economic outcomes for their respective sectors and answered follow-up questions to further challenge their knowledge

Using theories and concepts learned in the classroom, we were able to further our understanding through an engaging, hands-on approach working alongside like-minded individuals. We each found the ECOMAN program highly rewarding and enriching, and gained a valuable insight into the realities of the business world . ■

above Jessica Wacker (11E) and Isabella Labagnara (11H)

left The Year 11 team who participated in the 2022 QPEC ECOMAN challenge.

back row (left to right) Rose Baumgart (11H), Aria Retimana (11O), Esther McDade (11H), Jacqueline Hii (11R), Jessica Dinh (11E), Milena Saina (11O) front row (left to right) Jessica Wacker (11E), Sarah Beckingsale (11L), Madeleine Shaw (11E), Eden Douglas (11E), Isabella Labagnara (11H), Lauren Hirst (11W)

Astronomical Connections

International spotlight on the BGGS observational astronomy program

Ms Gerri Bernard Head of Department, Science Curriculum Development

Earlier this year, I attended the 2022 Robotic Telescopes, Student Research and Education Conference (RTSRE) in Santa Barbara, California after being invited to give a presentation about the Dorothy Hill Observatory and our School’s integration of observational astronomy into the Science curriculum.

The conference provided a fantastic opportunity to learn from other astronomy researchers and educators (and from their students) about various observational astronomy programs at secondary and tertiary institutions worldwide. A variety of new, user-friendly analytical tools and applications were showcased which could easily be integrated into our own curriculum at Girls Grammar In addition, it was very interesting to listen to presentations from secondary students, who are engaged in observational astronomy research projects very similar to those undertaken by our own BGGS students in the Student-Teacher Astronomy Research Symposium (STARS)

My presentation outlined the observational astronomy program that we have developed at BGGS and was very well-received. In particular, attendees were very impressed that we had developed such a robust program on our own, without relying on a partner university or other astronomical institution .

In addition to attending workshops and presenting, it was also valuable to liaise with the other attendees— many of whom were familiar to me from the 2019 RTSRE conference, and who have been great resources for the Dorothy Hill Observatory in the time since then Renewing connections with my international colleagues and developing new professional relationships with astronomy educators from around the world is not only gratifying on a personal level—to be amongst like-minded educators—but it also helps to grow our own program and inspire new thinking .

Attending the 2022 RTSRE conference was an extremely rewarding experience The knowledge I have gained will aid my efforts to expand the capabilities of the Dorothy Hill Observatory and I believe it was a great venue for introducing our program to a broad, international audience . ■

above Ms Gerri Bernard

FROM THE STUDENTS CURRICULUM MUSIC

The Merriment of Music-Making

Freya Smith (11E)

Studying Curriculum Music has been the highlight of my time at BGGS . It has given me invaluable and rewarding opportunities to develop a wide range of new skills in a fun and creative setting

Curriculum Music at Girls Grammar involves three major components: composition; musicology; and performance Composition is an opportunity to explore creativity across a broad range of music, from pop to minimalism to classical It is rewarding and enjoyable to learn how to use music software like Soundtrap and Sibelius to create a tangible and produced result During my studies I have also learned how to incorporate different themes and identities into my song writing and how to utilise both lyrical and musical techniques when composing . Musicology deepens our understanding of different musical styles, which is also useful when composing.

The performance component of Curriculum Music teaches us how to create engaging and high-quality performances. The end of year showcase is a highlight to both watch and perform in—it is always exciting and inspiring to hear the other students perform and witness the effort everyone has put in throughout the year come to fruition in this final assessment.

Taking Music as a subject serves as a creative outlet and breaks up my day with doing something that I really enjoy. The creative approach required to take Music is also transferable to my other subjects, and helps me with classes like English and Humanities, where I can apply creative thinking to my writing I also love that in Music I get to collaborate with my friends in a cultural way, and using different programs also expands my ICT skills

Studying music has also given me countless opportunities outside of the classroom including going to composing workshops and recording studios, entering internal and external song writing competitions (such as the BGGS Composing Competition and the Australian Children’s Music Foundation National Songwriting Competition), entry into Queensland University of Technology’s (QUT) Vermillion High recording program (Vermilion Records is QUT’s very own student-run record label), and opportunities to perform for School events such as Diversity Day and Open Day . Music at BGGS helps me to build my confidence and follow something I am passionate about I love coming to class and having the opportunity to engage my creativity every day through the Curriculum Music program . ■

Invaluable and endless opportunities abound in Curriculum Music

A Bronze Gift for a Platinum Celebration

The Roman goddess, Minerva, returns to BGGS

Not only is Minerva synonymous with the BGGS Learning Management System, but keen readers of BGGS News will remember an Objects of Substance article about a classical-style bust of the Roman goddess, Minerva, that was once an inspiration to Grammar girls.

The Roman goddess of wisdom and strategic warfare, and the sponsor of arts, trade, and strategy, Minerva is believed to excel at music, poetry, medicine, wisdom, commerce, weaving, and the crafts A statue of this impressive ‘all-rounder’ was said to have been used in the Classics classrooms as a teaching device from the 1920s and was embraced by senior students as a sort of muse It is suggested that her diverse skills and knowledge may have appealed to students who strove to embody these attributes themselves to meet the challenges of university and the demands of a professional life Records show that she first appeared in the BGGS School Magazine in the early 1920s and since this time, archives at the School contain many photos and mementoes of students embracing her, poetry dedicated to Minerva’s noble attributes, and photos of her dressed up as a BGGS student—complete with hat, tie, and badge! Mysteriously, this once beloved muse has not been sighted since 1966 and it is speculated that she was misplaced during renovations at the School, sadly never to be seen again

When President of the Parents & Friends (P&F) Association, Dr Cate Campbell, read the Objects of Substance article, the idea of a ‘school mascot’

that was the embodiment of many of the qualities to which Grammar girls strive—a motivator of hard work; a physical reminder of the School’s motto, Nil Sine Labore—struck a chord With the 70th anniversary of the P&F Association forthcoming in 2022, Dr Campbell realised the perfect commemoration of this occasion would be the recreation of a Minerva bust for the modern Grammar girl

Accomplished artist and bronze sculptor, Mr Phillip Piperides, who founded the Perides Arts Foundry in Brisbane, was engaged to create the new Minerva statue Mr Piperides uses the ancient ‘lost-wax process’ for making his creations (see call-out) where, following a hand-drawn sketch of the bust, he then creates a full-sized sculpture using clay with metal supports .

It was during this phase that a group of Year 8 Visual Arts students visited the studio to see the process in person, and ask Mr Piperides questions about his creation and where he found his inspiration Rather than mimic the classical style of the original bust, the new Minerva is a modern interpretation with a contemporary styled ‘up-do’ and the drapery toga style dress replaced with a roughly finished texture that gives her the appearance that she has just emerged

from the clay creation—that she is ‘rising up’, said Mr Piperides. With a focused and resilient gaze, Dr Campbell said that she hoped ‘all students (would) see something of themselves, or who they aspire to be, in her’

Unveiled at a ceremony attended by Chair of the Board of Trustees, Ms Julie McKay, Principal, Ms Jacinda Euler Welsh, Trustees, staff, current, and former P&F Association members, and parents, the event brought together the BGGS community in celebration of this important P&F milestone and significant gift to the School. The new bust sits majestically on a sandstone plinth in a specially designed garden outside the Western Wing near the RLC forecourt

Embracing the symbolism and history of Minerva, Ms Euler Welsh, noted that her position at the front of the School is most appropriate since the city of Athens was under Minerva’s special protection. ‘In addition to the array of attributes she signifies, Minerva is considered by many to be the wisest of all Roman gods and goddesses She is also attributed with fighting on behalf of just causes and was seen as a civilising influence on society—qualities that we aim to instil in BGGS students today .’ ▶

above The first 'positive' mould of the bust made from clay with metal supports

To Minerva

A pale marble statue by some ancient Greek, Who, dreaming strange visions, perfection did seek Embodying all the fair graces and charms

Of women, the crisp, curling hair, dimpled arms, Expression of wisdom, and gaze, pure and serene, As one who untouched by aught evil has been . He wrought in this statue his ideal of grace, An object of worship to all his great race. He breathed in it life and he called it Minerva .

Ah! Would that we, too, might so worthily serve her

Written by Sixth Former, Everil Venman (1924) and published in the School Magazine.

The ‘Lost-Wax’ Process

The ‘lost-wax process’ involves many hours of hands-on labour for the artist, with a series of negative and positive steps. Following the creation of the clay bust (the ‘original positive’), a ‘negative’ mould is made from rubber and supported with plaster to make the ‘mother mould’.

Molten wax is then poured into the mother mould, and out again to coat the interior walls and create another ‘positive mould’.

Once this wax replica is spruced and grated, multiple layers of a ceramic shell are applied to the exterior of the wax, eventually creating a second negative This ceramic shell is then placed in a kiln causing it to become strong and the wax to melt away—thus a second negative mould is created and filled with the molten bronze. This is heated to an extremely high temperature and as the bronze cools and sets, the last positive is created. The ceramic shell is then chipped off to reveal the final sculpture. Finally, the surface of the sculpture is reworked and refined by the artist, and a patina is applied ■

top left Artist, Mr Phillip Piperides, with Year 8 students who visited the studios above left The final bronze bust of Minerva above centre The 'negative' rubber mould and the wax 'mother mould' of the bust above right Mr Phillip Piperides refining the bronze sculpture before the patina is applied

A Serving Purpose

A spark for serving still shines brightly

Ms Stephanie Carter (2007) works for international consulting firm, Palladium, as their Global Internal Communications Manager. She returned to Brisbane in 2021 after spending three years working as Communications Manager on the Australian government funded Innovation for Indonesia’s School Children (INOVASI) project in Jakarta, Indonesia. Ms Carter has been passionate about the international development sector since leaving Girls Grammar.

My story began 16 years ago, at Brisbane Girls Grammar School, where I sat in an Assembly I listened as our teachers’ introduced plans for the Year 10 Community Service program In addition to describing expectations, requirements, and timelines, they also suggested a range of volunteering ideas, encouraging us to think carefully about how we might allocate our community service hours

I didn’t know it at the time, but that day and that Assembly was the moment I embarked on a journey that I am still on to this very day—forming the foundations of my professional career, and personal purpose .

Later that evening, I recounted the events of the Assembly to my mother, and she made a suggestion: ‘Why don’t you come and help tutor some of the students in my class’?

At the time, my mother was a Year 5 teacher at Moorooka State School, teaching a class that included newly arrived refugee students from Liberia, on Africa’s West Coast Their mothers had come to Australia on Women-at-Risk Visas, with support from the Australian Red Cross, and the students were now finding their way in a mainstream Australian classroom.

The two weeks that I spent at the school transformed what I thought I knew about the world, and I cannot put a price on what I learned during that time Each day I sat with one of the students and together we worked on basic literacy and numeracy

It was difficult to fully grasp what the girls and their families had been through, having spent extended periods of time in refugee camps in Liberia and then

Guinea, caught up in a devastating civil war . I also learned that the Women-at-Risk program was aimed at women who no longer had male relatives and were at risk of serious abuse because of their gender . As the days went by, I began to make sense of the girls’ hardship and resilience through shared stories, and when I completed my community service hours, we continued to trade letters back and forth

I returned to School hungry to learn more I had a newfound sense of what justice and service looked like, but I wanted to better understand the depths of those complex social, political, and economic forces that shape our world and the lives of so many—including the girls I had met at Moorooka State School Indeed, these are issues that I continue to understand and unpack in my professional career today

As a senior at Girls Grammar, I began spending more time volunteering with World Vision Australia, something that was wholly encouraged and supported by the School, and in Year 12, I was both Community Service Captain, and a World Vision Youth Ambassador . As part of my Ambassador role, I travelled to Laos in the school holidays and met with families living in overwhelming poverty in both rural and urban communities The stories of the women and children that I met moved, shocked, and inspired me, and opened my eyes to a culture so different to my own. I also saw how the effects of malnutrition, lack of access to quality education, poor sanitation and healthcare can fall so heavily on women and their children, exacerbated by invisible biases and barriers to equality ▶

above Ms Stephanie Carter (2007) addressing students at the Foundation Day Assembly in 2021

When I returned to Australia, I made sense of what I had seen and experienced through storytelling and using my voice for a purpose I travelled throughout Queensland with World Vision, speaking at their 40-Hour Famine Global Leadership Conventions, connecting with other young people, and sharing the stories of the women, children, and families that I had met in Laos

Following my graduation from BGGS, I carried forward my passion for service into a Bachelor’s degree at The University of Queensland, studying Journalism, International Relations and Development Studies I also remained heavily involved with World Vision and their national youth movement ‘Vision Generation’ as both Queensland State Director and then National Operations Manager When I wasn’t studying on campus, I was organising political forums, facilitating advocacy campaigns, engaging with the media, and trying to build and train a movement of like-minded youth advocates around the State

At the completion of my studies, I accepted a role with Palladium—a global development consultancy firm. For the past decade, I have worked in the international development sector across the Asia Pacific and African regions, managing strategic communications and public diplomacy on Australian Government-funded aid programs, and across Palladium projects and people.

I am a communicator by trade—a professional storyteller—and together with talented and dynamic teams, I help tell stories that raise awareness, move

people to action, bring communities together, and help lead to much needed policy change For me, the most rewarding part of my career so far has been the opportunity to work and create impact with truly diverse teams, and the most resilient of women . It is also no coincidence that I have spent most of my career to date working on programs that improve quality and access to education, including for women and girls .

At Girls Grammar, I experienced first-hand what it means to take purposeful action for a more just world and learned that the journey to becoming a global citizen goes deeper than just textbooks and exams alone . Rich experiences like the Service Program have lasting effects on not just the students involved, but the wider community, and the Girls Grammar ethos of giving back and serving others permeates every aspect of life at School

Global issues like the climate crisis, food security, access to clean water and sanitation, and violence against women are defining challenges of our generation. Solving these problems will be a team effort—teams that transcend cultures, borders, religions and world views, with team members who demonstrate empathy, integrity, respect for others, and tolerance, and who aren’t afraid to act with the courage of their convictions in pursuit of a greater purpose

These qualities are the essence of what it means to be a Grammar girl, and whether they know it now or not, the experiences students gain at the School will shape them well after they walk out the picket gates for the final time. ■

right Ms Jacinda Euler Welsh and Ms Stephanie Carter (2007) with 2021 Service Captains, Jillian Campbell and Sierra Reza

A Legacy of Generosity

Celebrating 70 years of parent support

In 1952, a group of parents came together to organise an afternoon tea as part of the first Brisbane Girls Grammar School Fair. This very simple act of generosity and hospitality quickly led to the establishment of a formal Parents and Friends (P&F) Association and for the past 70 years, the P&F Association has worked with the School for the benefit of our daughters.

Dr Cate Campbell President of the Parents and Friends Association

As we celebrate our 70th anniversary, perhaps it is time to reassess why our organisation exists In the modern world, schools are large, complex, professionally run institutions . Young women are sophisticated and empowered, and parents are busy with careers and other responsibilities Surely, the days of organising sausage sizzles, bake stalls, and Mothers Group lunches are coming to an end Well, maybe not—maybe what we really need, now more than ever, is a group that brings us to together to create connections and support optimistic projects that look to a better future.

The decision this year for the P&F to fund a perpetual Bursary takes our support for the School in a new direction and explicitly recognises our belief in the benefits of a Girls Grammar education. This year the P&F Association has also funded studentinitiated activities including songwriting workshops and Japanese drum performances, and perhaps most importantly, we have continued to provide opportunities for parents to meet, support, and learn from each other at various social functions .

In the wider world parents can never seem to get the balance of nurture and promoting personal responsibility quite right—we are either ‘helicopters’, ‘tigers’ or ‘lawnmowers’! With the gift to the School of the bronze bust of Minerva to mark our 70th anniversary, the P&F Association instead celebrates all that is positive about the contribution parents can make to the education and advancement of their children . ■

top P&F Association members present and past with the Minerva bust above Principal, Ms Jacinda Euler Welsh, with Dr Cate Campbell and Chair of the Board of Trustees, Ms Julie McKay

Helping Hands

How Fathers Group supports the BGGS community

The BGGS Fathers Group is a group of fathers within the School community who aim to provide support to various activities and events that our daughters are involved in. Typical contributions include participating in working retreats at the Marrapatta Memorial Outdoor Educational Centre, and cooking the BBQ at Open Day and other sporting events such as the Interhouse Cross Country Carnival.

Mr Hayden Wells President of the Fathers Group

Participation at these events is on a volunteer basis and the group is a welcoming environment for fathers to meet, get to know more about the School, and help other fathers to understand the BGGS journey that our respective daughters are on The Fathers Group dinners and guest speaker nights provide an ideal opportunity to hear from BGGS leaders across various curricular and co-curricular areas and aim to give attendees a good understanding of the School’s philosophy of learning, which helps a lot come homework time!

For the working retreats at the Marrapatta campus, we drive up early on a Saturday morning and complete a variety of tasks that help maintain and improve many aspects of the centre including the building of retaining walls, tables and bench chairs, removing and replacing fencing, and also some vegetation management Although we work hard, it is also a great chance to meet other BGGS fathers, have an afternoon fire or swim in the local creek, and enjoy a dinner catered by the ‘Fathers Group Providore’. We stay overnight in the same lodgings that the students sleep in while they are participating in their Outdoor Education Program, and after a hearty breakfast, troop home on Sunday morning A good time is had by all, and it is the best way to understand the Marrapatta experience that your daughter will take part of in during her early years at BGGS

The Fathers Group follows a typical committee structure and has a President, Vice President, Secretary and Treasurer, and several other positions which reflect some of its activities including a Marrapatta Coordinator, Providore and Sommelier At the end of each year an Annual General Meeting is held, and all positions are spilled and open to be filled by any father who wishes to join the committee. Like the Mothers Group, we report to the Parents & Friends (P&F) Association and regularly attend their meetings

Every father who has a daughter at BGGS is a member of the Fathers Group and we welcome your time, efforts, and ideas to help build a strong community experience for your daughters I look forward to seeing you at the various events in 2023 . ■

top right Mr Hayden Wells above Members of the Fathers Group at Marrapatta

BGGS Giving Day

A lifetime of possibilities

The School held its second Giving Day on Tuesday 16 August to raise funds towards the BGGS Bursary Program.

With all donations tripled thanks to the generosity of matching donors including the Parents & Friends (P&F) Association, Old Girls Association, the Board of Trustees, BGGS staff, and individual supporters, our initial goal was to raise $500 000 in 12 hours. Amazingly this amount was raised by early afternoon, and as donations continued to pour in, a subsequent target of $750 000 was set

Thanks to the outstanding generosity of 465 donors, an incredible $753 180 was raised in total, which has allowed for the establishment of a new means-tested bursary, in perpetuity, the Parents & Friends Association Bursary . The creation of this new bursary is a fitting way to celebrate and acknowledge the 70th anniversary of the P&F Association, which continues to provide significant support and volunteer assistance to the School The establishment of this bursary means that every five years, BGGS will welcome a new student who will benefit from this bursary assistance during their time as a Grammar girl

Bursaries have the power to be life-changing—they create access and opportunities, unlock potential, and open pathways by providing vital financial assistance to girls from a wide range of backgrounds . The expansion of the program is made possible thanks to the philanthropy of parents and alumnae, and the School is deeply grateful to all those who have supported the bursary program Your gifts are creating a lifetime of possibilities for the next generation of women to lead, innovate, and contribute with purpose to their world . ■

—Abigail, Bursary Recipient

top right Ruby Coltzau (10R) and Alyssa Godinho (10B) above right Olivia Lin (7G) above left Ella Edwards (10G) and Jemima Faint (10M) left Hedyeh Nouri (10G), Emily Davissen (10E), Adheera Warrier (10B) and Charlotte Cooke (10E)

‘For me, the Bursary has really changed my future. The School makes so many opportunities accessible, from sport to debating, to Outdoor Education, that otherwise would not have been possible for me to access. I would not be the person I am today without my education at BGGS’.

Awards and Achievements

Congratulations to the following alumnae and students who have been recognised by independent organisations for their accomplishments across many and varied fields.

Students

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Madison Danalis (12W), Freya Murcott-Green (12M) and Kiara Packard (12G) published an article in the peer-reviewed Journal of Double Star Observations titled Measuring the Position Angle and Separation of WDS11194-0139.

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Sally Grice (12E) and Isabel Shorrock-Browne (12R) were awarded Secondary School Citizenship Certificates from the Queensland Branch of the Order of Australia Association.

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Tia Fitzpatrick (12M) was awarded the Secondary School Citizenship Plaque from the Queensland Branch of the Order of Australia Association for her contributions to school service, leadership, and co-curricular programs.

— Elsie Jackson (10B) and Ella Sinclair (12G) received the 2022 Australian Defence Force Long Tan Youth Leadership and Teamwork Award which recognises students who demonstrate leadership and teamwork in service of their school and community.

Isobel Payman (10M) was named the iAwards Queensland 2022 winner in the Education and Student Solution category with her prototype software Medismart and will go on to compete in the national finals.

Emma Wong (10W) and Abigail Woodcock (12W) received the 2022 Australian Defence Force Future Innovators Award for demonstrating innovation, motivation and achievement in STEM subjects.

Grammar Women

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Minna Atherton (2017) placed fourth in the 100 m women’ s backstroke final at the 2022 Commonwealth Games held in Birmingham, England.

Josephine Auer (2015) was awarded Queensland’s 2023 Rhodes Scholarship and intends to study a two-year Master of Philosophy (Economics) at the University of Oxford.

Ms Christine Nolan (1974) was awarded a Medal of the Order of Australia (OAM) for service to social welfare organisations.

Dr Frances Dark (1972) was awarded a Medal of the Order of Australia (OAM) for service to psychiatry.

Professor Rebecca Mason (Kugelmas, 1968) was awarded a Member (AM) in the General Division of the Order of Australia for the 2022 Queen’s Birthday Honours list, recognising her significant service to tertiary education, and professional associations.

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Dr Cherrell Hirst ao (1963), former Chair of the Board of Trustees, was inducted into the Queensland Business Leaders Hall of Fame for her contributions as a leader in the health, education, biotechnology and business sectors.

Ms Else Shepherd AM (Budtz-Olsen, 1960 and former Trustee 2002–2010) was a 2022 Queensland Great recipient, recognising her significant contribution to engineering, education and the electricity industry.