There once on earth was a Golden Age

When the veilings of light were a heavenly sign.

When the secrets of Nature were read like a page

By the people, still wrapped in stars' shimmer and shine.

It's seldom amongst us that gods can be seen;

And now there are fewer folks friends to the elves.

And yet in this surging of growth and of green,

My Angel speaks out to the great stars themselves;

"This child that I guide on the world's winding ways,

He once saw your flame and he knows how it burns.

In the darkness I'll lead him, through life's earthly maze

Till he win his own strength, and the victory earns."

Welcome back to a sunny Term 4! I hope the holidays provided an opportunity for everyone to rest and recover from the numerous coughs, colds and sniffles that were so prevalent throughout Term 3. I had a wonderful few days of lounging in a camp chair in the sun, catching up on a bit of reading. One book I especially enjoyed during the holidays was “The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness”, written by Jonathan Haidt. Haidt presents more than a dozen mechanisms by which a “great rewiring of childhood" has interfered with children's social and neurological development, covering everything from sleep deprivation to attention fragmentation, addiction, loneliness, social contagion, social comparison, and perfectionism. He proposes steps that individuals and organisations can take to end the epidemic of mental illness and restore a more humane childhood. Many of these also happen to be ideas that Steiner education has espoused for years, which at one time were considered fairly radical. It is heartening to see that many ideas from this educational model (i.e. phone / screen-free childhood, the importance of play, real-world rather than virtual experiences) are now validated by research and becoming more visible in ‘mainstream’ literature.

As usual, GHSS feels like a hive of activity this term. Class 3 are settling in nicely with their wonderful new class teacher, Blake Skinner. Ric and the Class 4s are gearing up for an exciting camp at Quaranup next week, while Class 7’s sailing camp is also on the horizon, in which the GHSS Class 7s will combine with the Class 7 students from Parkerville Steiner College. Sailing camp is a great opportunity for developing resilience and strength as students face the ever-changing challenges of the water, as well as making some real-life connections to the Class 7 physics main lesson, in which students learn the mechanics of simple machines such as the wheel, levers, pulleys, etc.

Camps and sleepovers are a big part of the Steiner school. Camps are often the first time a child is away from family and home for a few nights and thus helps the development of independence. Camps are also a chance for teachers and students to have positive interactions with each other outside of the classroom, building relationships, confidence, creativity, problem-solving, and encouraging a sense of adventure. It is normal for children to be experiencing some nerves and anxiety before a camp, however, camps are an integral part of our curriculum and offer a whole new level of growth and learning that cannot be facilitated within the four walls of a classroom.

Swimming lessons are also on the horizon, with students travelling by bus to Albany for the week. Lessons are held during the week of 28/10 for Class 5-7, and from 18/11 for Classes 1-4. Meanwhile, moving away from the aquatic theme, our Class 8s have been visiting the Denmark forge, learning the traditional art of blacksmithing under the watchful eye of Justin Chester. Our high school students have also greatly enjoyed having John Davey in to teach them the ins and outs of technology. They have enjoyed pulling apart lots of ‘techy’ gadgets to examine the inner workings, as well as discussing and reflecting on the helps and hindrances modern-day technology presents us with.

2025 is looming large, with planning and timetabling going full steam ahead. Look out for our 2025 class staffing announcements in the next edition of the Golden Quill. Next year is especially exciting, as this will be the first year in which Golden Hill is running ALL single stream classes in our primary school. Interest in the school and growth in the local area is burgeoning and we hope to continue welcoming new families into our wonderful school over the next few years.

Wishing you all a warm and healthy Kambarang season!

Eliza Allan

Principal

Blake is our newest teacher at GHSS, teaching Class 3 from Term 4 onwards. Blake grew up in Parkerville in the hills surrounding Perth. He roamed freely over a big bush block and can remember spending his childhood time either outdoors playing sports and games, or inside, playing music with his dad, mum and three brothers. There was no TV in the house, and everyone was into music and/or sport. His mum is of Croatian ancestry and plays the piano accordion, and his dad, of British ancestry, plays the guitar and sings.

When Blake isn’t teaching, he has two big loves that he devotes much time to. One is playing acoustic guitar and singing; 1970s acoustic-folk music being a firm favourite. “Cat Stevens, Neil Young, John Denver, James Taylor…”, Blake muses, “but I also really love Paul Kelly”. His other love is running. Blake has run two marathons, the last one being the ‘Perth Running Festival’ on Sunday 6^th October, the last day of the spring school holidays. “It was a bit crazy, running the marathon, then hopping on a plane to Albany to start work as the Golden Hill Class 3 teacher the very next day”, Blake laughs.

Before studying his Bachelor of Education (Primary), Blake studied music at WAAPA, completing his two-year Advanced Diploma of Contemporary Music at the end of 2014. He then spent several years playing solo and in numerous bands around Perth, as well as back-packing around Europe for 6 months. Blake would also circle back to working at the family winery in the Swan Valley, ‘Talijancich Wines’, that his Croatian great grandfather planted in 1932. Blake’s great grandfather, Ilija Talijancich, came out from Croatia in the 1920s, manufacturing railway sleepers in Manjimup. He built his own make-shift hut out of lime and bark, and later bought some land in the Swan Valley and set up the winery. Blake worked at the winery in various capacities over five years, from wiring, pruning and bottling, to harvest duties; and is always keen to help squish grapes with his bare feet, the old-fashioned way! During these years he also held jobs as a personal trainer, and most recently as a Special Needs Education Assistant since 2022, while studying his Bachelor of Education (Primary). It was through this role that he came across Steiner education by working at West Coast Steiner School in Perth. Throughout Blake’s adult life, friends had often commented, “you’d make a great Steiner teacher”, yet Blake didn’t understand that statement until he experienced working at West Coast. He realised in a flash, “this is for me!”.

His first impression of Steiner education was the feast of colour that radiates from this style of education. “It’s so vibrant, there’s a real sense of community in the schools, and the most remarkable thing of all is that kids actually love being at school!”. Blake retells a story of a parent at West Coast, where they suggested their kids have a day off. But the kids refused the home day – “we want to go to school!”, they exclaimed, which floored Blake. He was used to listless kids wanting to be anywhere but at school from his experiences in various other school systems.

Blake loves how Steiner education sees the whole child, its social, emotional, physical and spiritual wellbeing, not just its academic abilities. “I love how the arts are so integral – music, singing, dancing, drawing and painting, a reverence for nature; they’re all essential and integrated parts of the curriculum,” Blake says.

Blake feels his appointment as the Class 3 teacher has such serendipity to it. He had made friends at Uni in Perth that had grown up in Denmark, visiting the town with them in 2017, and loving the feel of the town. “It had such a similar vibe to where I grew up, with the big forests and trees. I’m very much a tree person”, Blake laughs. He had looked around and made a wish, “One day I’m going to live in Denmark…”. He has visited at least once a year since 2017, and then earlier this year he found the courage to set up a meeting with Eliza, the principal, to tell her that he would love to work at GHSS ‘one day’. Eliza called three weeks later, offering him a week's trial as Class 3 teacher and all his instincts told him to say, “Yes!”.

Blake feels there’s a sacred energy to the Golden Hill Steiner School, an alive, vibrant flow of energy that the kids pick up on. “I get excited coming to school every day. I’m a little nervous because I’m still learning about being a teacher, but I’m also very excited and looking forward to each day. I can really be myself at this school, which means a lot. If I feel that way, then hopefully this is what we offer the kids at this school too – to be uniquely themselves”. “If you think about it, we go to school for twelve years of our lives. If you are uncomfortable with expressing yourself for a whole twelve years, surely that will have a profound impact on you. So, it’s amazing to find an educational philosophy that supports me and the kids I teach to be truly ourselves; to learn together and connect with each other”.

“This job has integrity for me. It’s a privilege to be here, a privilege to teach these children”.

Welcome to the Golden Hill Steiner School community, Blake!

Last Wednesday we had school photos taken. Every student attending school on that day had their photo taken, whether they are purchasing photos or not. The school has chosen to use the on line ordering system. Your child should have been given an online ordering instruction slip and a unique student shootkey.

Log onto www.msp.com.au and follow the prompts to place your order.

If you lose your shootkey the school reception will have a copy to quote back to you.

The expiry date for on line ordering is Wednesday 23rd of October 2024

Any orders received after this date will incur a S30.00 archive fee.

Did you know that Golden Hill students from Kindergarten to Class 2 participate in Eurythmy sessions? Golden Hill is fortunate to have Eurythmy specialist and musician, Shamara de Tissera, come in each week to bring Eurythmy to our students.

The word "Eurythmy' comes from Greek, meaning "beautiful rhythms," and it expresses the sounds of speech and music through choreographed gestures and forms in space.

Eurythmy is an offering which is unique to Steiner schools. As an art of movement, Eurythmy engages the whole human being, integrating physical movement with inner (soul) movements and in so doing, a harmonious relationship between the Soul (and Spirit) and the body is created. The structure of the Eurythmy lesson, the content, the very movement itself, as well as the beauty of the music and language that support the lesson, add to this breathing quality which connects us to the inner and outer worlds.

Rudolf Steiner, in his lecture on Eurythmy in 1923, stated that:

"In Eurythmy, body, soul and spirit work harmoniously together so that here one has to do with an ensouled and spiritual form of gymnastics. The child feels this. He feels that each movement that he makes does not arise merely in response to a physical necessity, but that every one of his/her movements is permeated with a soul and spiritual element, which streams through the arms, and, indeed, through the whole body. The child absorbs Eurythmy into the very depths of his/her being." (Lecture GA 0279:1923)

Just a reminder that GHSS requires notice of student withdrawal at least a term in advance, as stated in our Offer and Acceptance paperwork and our enrolment policy. Withdrawal forms can be collected from the office at GHSS or completed online via our school website.

This term the Class 8s will be cycling downtown to the local forge, under the guidance of experienced blacksmith Justin Chester. Each student will attend 6 sessions in small groups to learn about the historical aspects of forgery and will each complete a knife project from steel. Our excursions will take place each Wednesday and Friday.

In our first session Justin informed us of the safety elements and introduced the students to the forge and pertinent tools. We learnt how to make charcoal through a burning process and how to fire up the forge.

Steel was heated and the students learnt how to use specific tools to ‘stretch the steel’, flatten and shape into a point.

We heard from Justin many anecdotal stories regarding the importance of a blacksmith in a village. They were such a valued commodity that they were often ‘stolen’ from one village to set up shop in another. They were also maimed on occasion so they could not physically leave. The stories and information fits nicely into our high school curriculum with the main lessons of Medieval History and the influence of the Industrial Revolution.

Robyn

To finish Term 3, Class 8 completed their Poetry main lesson. The main lesson began with a review of poetic techniques and writing an observational poem reflecting on their recent camp experience. The focus of the main lesson was to study various poets and songwriters, or both. We began with an Australian theme with classical ballads by well known poets Banjo Patterson and Dorothy MacKellar. We studied the commonalities of rhyme, rhythm and colloquial language and took favourite verses and added beat, harmonies, and body percussion into a spoken word format.

As a class we studied poetry by Sarah Kay, Maya Angelou and Charles Bukowski and lyrics by songwriters/poets Nick Cave, Eric Clapton and Bob Dylan. Students had to choose a particular poem, poet or songwriters’ lyrics to research. Students had to analyse the structural features of the poems, story or main idea, soul qualities of the poems, musical elements, appeal to the senses, imagery, mood, tone and voice. Compare levels of complexity and differences in style, the written text to the audio and add their personal reflection.

Please click on the links to see the following examples of the students’ completed assignments.

Francis Albert Sinatra by Reeve Evans

Sarah Kay by Sophie Wybenga

The Man from Ironbark by Ilya Thanos Freeman

Michael Jackson by Tamihana Anaru

As part of our Spring/Djilba festival to conclude Term 3, our high school students had the exciting opportunity to participate in an "Amazing Race" style challenge.

After enjoying the whole-school festival in the morning, students cycled to Kwoorabup Adventure Park, where they were divided into three teams. Armed with maps and a set of clues, each team set out to find 10 markers scattered throughout the park. At four of these markers, teams engaged in fun challenges to earn points, including archery, object relocation, and a creative building task designed to protect a fragile egg.

It was wonderful to see students having fun while collaborating, developing unique strategies, and supporting one another throughout the event.

On Wednesday afternoon (16/10/24), Class 3 took advantage of the sunshine to continue their multiplication learning journey. With the end goal of being proficient at vertical multiplication, Class 3 are first exploring how to represent various multiplication sums in the form of arrays. Using pebbles, the Class 3 students made arrays with varying totals from 10 to 100. It’s fair to say that the groups who wanted to represent “10 x 10 = 100” were there for quite some time!

Blake Skinner (Class 3 Teacher)

During morning lesson time, we often ride on the back of stories. Through their twists and turns and language we can engage with the history of humanity and grapple with the qualities that live within us. A good story or a story well told will stitch itself in the tissue of our bones. Like the memory of a childhood friend, they accompany our days and nights and whisper in our ears when we need them most.

This year, I have sought to strip back the number of stories told. Instead, in search of ways to deepen their living memory and weave together their connective threads. The story of our class Play has been an ever-present question for the past six months. Seeking an age-appropriate tale that reflects our journey this year: a tale of two very different groups of people or lands that find a sense of wholeness. A tale encompassing the themes of friendship, unity and harmony. Many tales have been considered, but the fairy tale of “The Six Swans” has persistently and majestically reared its tail feathers. In its essence it is a tale of perseverance, deep devotion and truth.

And so, we now find ourselves ankle-deep in our preparations. The story is now stitched in the wood and fabric that lines our classroom walls. Together we have collected and created images and translated this into movement through space and sound.

Roles were cast last Friday. Since then, we are working to deepen how they picture their character. How old are they? What do they like to eat? How many potions have they made?

Playfully trying to inhabit a swan in full flight or a gnarly old tree in a forest dark and wild.

Providing a safe audience is another important element – with a partner or small group – watching, listening, helping. A class Play is quite a process, but above all else is an opportunity to be challenged and to grow in a safe and supportive space. And to share all this with our loved ones.

We thank Kathy, Silvia, Isla, Amber, Ashley, Shamara, Linda and Sophia for helping us bring “The Six Swans” to life. May this process, newfound capacities, the tale’s imagery and symbolism continue to resound from the hearts of these children for many years to come.

Sarah

Class 1 and 2 Gardening have been busy in Term 3 planting and weeding our potato patch, and look at the rewards! Both classes were treated to a three-course luncheon last week designed by our resident chef Jiffy de Barker.

First course consisted of Vichyssoise Bisque (potato and leek soup), followed by Parmentier Potato with a serve of Turkish bread. For dessert the children were served Potato au Gratin.

No child left without a full belly and a rewarding feeling for all their hard work.

A huge shout out to all the Class Four students who performed their poetry as part of the Djilba/Spring Festival last term! It was a big deal for several of the students to stand up and share their work in public, but to have the support of their friends performing with them, as well as a beautifully attentive audience, made this such a wonderful growth opportunity for all of those involved. Here are the poems in written form if you would like to have the chance to read them:

Black - by Billy

When I am in the darkness

it all comes over me

it pushes me around

when my eyes adjust

everything I see again

When I am alone

the darkness

gives me company

the dark becomes

my home

Night Sky - by Rio

The ground wet under my feet

Cold air on my skin

Millions of little lanterns in the sky

Glowing back at me

A satellite slowly making its way

across the night

Djilba - by Harlem

Shine on top of water like shattered glass

Fresh smell of salt

Sea curling around my body like a blanket

Sound of the ocean crashing against the rocks

Whales splurting, playing with my family

Finding treasure

The Night Sky - by Cadez

The night sky is so mysterious

How the darkness swallows the sun for hours

Some find it scary, but I find it comforting ꟷ

The shadows, the stars and the moon

No-one knows what is there

I lie with my head on my dog

Looking up at the stars

Wishing for the night

To never end

This term Class Three and Four, as well as Class Five Literacy Support, will be working on writing narratives, with a particular focus on how to establish a story’s setting in interesting ways, as well as writing believable characters. Class Five will be delving into poetry and creative journal work, while Class Six are finishing the final drafts of their persuasive texts. These texts will be the culmination of looking at persuasive tools such as emotive language, rhetorical questions, repetition and exaggeration to argue either for or against the fictional scenario of a proposal to build a theme park on Prawn Rock Channel. Rumor has it that some of these devices have since been used to formally lobby classroom teachers with great success! Class Six will then also be focusing on creative writing, including poetry and journal work until the end of term.

It has been a joy to extend students creatively at Golden Hill this year, seeing the rich and often surprising ways students respond to the world around them. I can’t wait to see what fresh ideas are unearthed in the coming term!

Renee Schipp

Learning Enrichment Teacher

GHSS would like to thank all those families wo took the time to apply for a 2025 GHSS high school scholarship.

The scholarships provide a subsidy of 75% percent of tuition fees for eligible students for the duration of their high school enrolment at GHSS.

Through the availability for these scholarships, GHSS hopes to make Steiner education more accessible across our regional community, giving more students the opportunity to benefit from this unique education.

This is first time that Golden Hill has offered a high school scholarship program, with 2025 applications closing last month. We would like to congratulate all successful scholarship recipients and look forward to supporting them on their GHSS high school journey.

The 2025 GHSS Fee Schedule has now been endorsed by the school Board and can be seen here -

2025_Fee_Schedule_.pdf

New to the Fee Schedule in 2025 is the introduction of a 5% discount on tuition fees to families that hold a current Health Care Card.

Red Tailed Black Cockatoo Feather

Pea & Popeye Pesto Pasta

Ingredients:

½ a bunch of fresh basil or rocket

2 cloves of garlic

50g pine nuts

250g fresh or frozen peas

100g baby spinach

100g hard goat’s cheese

1 lemon

extra virgin olive oil

600g dried pasta, in fun shapes

120g breadcrumbs

Method:

Pick the basil/rocket leaves and peel the garlic.
Toast the pine nuts in a dry frying pan until golden.
If you have frozen peas, pour over boiling water and let stand for 5 mins.
Blitz the peas, spinach, basil, 1 clove of garlic, the pine nuts and 70g of goat's cheese in a food processor until you have a thick paste.
To loosen it a little, squeeze over the lemon juice and a few splashes of oil. If it is still quite thick, add a splash of water until it is spoonable, like yoghurt.
Cook the pasta according to the packet instructions until al dente.
Drain in a colander then cool under cold running water to prevent it from cooking any further and going mushy.
Return the pasta to the pan, add the pesto and stir well to combine.
Chop the remaining garlic.
Heat a splash of oil in a pan, add the garlic and breadcrumbs, then cook, stirring with a wooden spoon, for 4 to 5 minutes, or until the breadcrumbs are crunchy and golden.
Line up 12 clean, empty jam jars or containers and fill them with the pesto pasta.
Scatter the breadcrumbs on top then grate over the remaining goat’s cheese. Screw on the lids and you’re ready to take them to school!

recipe from: https://www.jamieoliver.com

The board is being kept very busy at present, with several exciting things in the works!

Board roles

The positions of Treasurer and Secretary have been filled following our AGM earlier in the year. A huge thank you to Will Hosken and Jen Fraser for taking on these roles.

Strategic planning

One of the key areas of Board responsibility is the strategic oversight of the school. This year we have been working on financial and growth modelling for the school, as well as launching a new strategic planning cycle. Parents and staff should all have received a survey link in relation to our strategic planning, asking for their thoughts and feedback about GHSS and where we’re heading. We would be most grateful if as many of you as possible could take a moment to complete the survey to ensure that our planning takes into account the thoughts and feelings of our diverse and beautiful community.

High school

We are continuing to move forward with our high school development. Some key milestones have been met recently, including:

Rezoning for the new block that allows educational use for the land. Without this, we couldn’t submit a development application to the Shire for building the high school.
Having our development application approved by the Shire.
Achieving the required financial support to commence Stage 1 of our building programme.

From here, the project goes to tender to secure a building contractor, and soon enough the progress will begin to show on the block rather than just in lengthy email chains and paperwork.

Thanks to everyone for making GHSS such a wonderful community – I am truly grateful to be part of it!

With warm regards,

Ariel van Oudtshoorn
Chair, Board of Directors

Ariel van Oudtshoorn

Chair, Board of Directors

Golden Hill Steiner School

In each Golden Quill, we will be featuring one of our wonderful former GHSS students. What are they up to now? What did they love about their time at Golden Hill? Watch this space to find out! This week, we meet Emil Davey-Lehman.

Emil came to Golden Hill as a Class 4 student, attending GHSS for four years before moving on to Denmark High School. Emil has always been a keen musician from a young age, first learning his chops on the recorder with Regi. He soon progressed to ukulele and was a keen and skilled busker by the time he was 11 years old. Upon coming to the Steiner school, Emil continued to be encouraged musically, primarily by violin teacher Jude Iddison. Violin soon replaced ukulele as his primary instrument, and during his high school years, Emil went on to perform locally with Myles Mitchell, Adam Grok, and even his dad - John Davey!

By the time Emil reached his final year of high school, he knew that music was what he wanted to do, so he applied to study Jazz Performance via a Bachelor of Music at WAAPA. Emil felt that it was unlikely that he would get in, but thought the audition process would be a valuable experience. To his surprise, he was accepted. Although Emil would have preferred to take a gap year, this wasn’t an option, so he jumped straight into life as a Perth-based uni student and commenced his studies at WAAPA. The Perth music scene was a refreshing change after spending his teenage years playing music with middle-aged adults in Denmark.

However, as he headed into his third year of study at WAAPA, he realised he didn’t really like Jazz all that much after all!

“When I applied, I didn’t know anything about jazz - I just knew that if you could play jazz, then you could play anything. As a Steiner student, I’d always had that approach of wanting to broaden my horizons, wanting to learn all different traditional music and explore different genres.” However, Emil began to feel somewhat creatively stifled in what felt like a fairly standard repertoire of jazz material. He also felt that he wanted to start specialising in something, rather than ‘be mediocre at everything’, and also wanted to feel more creatively inspired to write his own music.

This was all happening at around the same time that Emil’s involvement in activism began, and so Emil made the decision to leave WAAPA and focus his efforts on the ‘Disrupt Burrup Hub’ campaign. Emil’s interest in activism began when he saw the Extinction Rebellion screening at the Denmark Civic Centre at the age of 14 years old. His primary motivation when it comes to his ‘civil disobedience’ and direct-action activism is standing up for country. “Country is being destroyed left, right and centre. To just stand alongside and watch it happen doesn’t feel right,” Emil states. “After all, women didn’t get the vote by just standing around - it took a degree of civil disruption.”

For now, Emil is feeling heartened that the Burrup Hub Browse Basin expansion has been blocked by the EPA. “For now, it’s a win,” he states. Emil also currently works at Bunnings and is hoping to do some backpacking in the not-too-distant future. He’s also planning on ‘getting back on the horse’ when it comes to his music - watch this space!

“For me, one of the best parts of coming to Golden Hill was my friendship group. I still have a strong friendship with those same friends I had in Class 4. Gardening with Neal was also a highlight - I loved getting outside in the dirt.”

Our school calendar can be found here -

GHSS Calendar

Please check the calendar regularly as new events may be added or sometimes events need to be changed.

The calendar also includes term dates and holidays for planning purposes.

Are you a GHSS alumni?? Or in contact with one?

We are excited to reconnect with our cherished alumni to share your stories with our school community. As part of our upcoming Golden Quill newsletters, we would love to feature updates from our former students. Whether you've achieved something remarkable, embarked on an adventure, or simply have fond memories of your time at GHSS, we want to hear from you!

Please reach out to us at newsletter@goldenhill.wa.edu.au to share your stories, accomplishments, and experiences since leaving Golden Hill. Your journey is an inspiration to our current students, and we can't wait to showcase the interesting and varied paths our alumni have taken.

Thank you for being a part of our community. We look forward to hearing from you!

2024_10_07_Ben_s_lunchbox_.pdf

The Shire of Denmark is facilitating bringing the Garage Sale Trail back to Denmark this November. The trail will take place over two big weekends of garage sales on 9^th-10^thand 16^th-17^th November.

The Garage Sale Trail encourages community members to sell, shop and learn about the circular economy, promoting the premise of reduce, reuse and recycle as an important step in the fight against climate change. The Shire encourages community organisations and clubs, schools, and the broader community to get behind the initiative by signing up and taking part in the festivities.

Registrations are now open for Australia’s largest sustainability and community festival – the Garage Sale Trail. To register to host a Sale please visit: https://www.garagesaletrail.com.au/shire-of-denmark

For further details on the Garage Sale Trail please visit: https://www.garagesaletrail.com.au/

The Garage Sale Trail Event is aligned with the Shire of Denmark’s Sustainability key objective outlined in the Shire’s Sustainability Strategy 2.2 Support the community to promote a circular economy and buy local philosophy.

For further information please email: contactus@garagesaletrail.com.au

For further information please visit the Shire of Denmark Sustainability Zero Waste webpage at: https://www.denmark.wa.gov.au/our-shire/environment/sustainability/zero-waste.aspx

For related events please visit the Shire of Denmark Environmental Education webpage at: https://www.denmark.wa.gov.au/our-shire/environment/environmental-events.aspx

Reiki_Poster_Sept_2024.pdf

2024_08_30_DSC_season_info.pdf

Tara_Academy_of_Dance.pdf

Albany_Tutoring.pdf

Free_Online_Parent_Workshops.pdf

Is there a place along Middleton Bay that holds a special place in your heart?

A team of researchers at UWA are seeking local Albany residents (aged 18+) who reside near, or regularly visit, Middleton Bay (Binalup / Middleton Beach to Emu Point) to tell us about your coast through textile creation, paper collage, poetry, or photography for a research study.

Workshops of 2.5 to 3 hours will be running at local venues. No previous experience is required, with friendly professional guidance provided by local professional practitioners – Verity Byth, Bev Doig, Reneé Pettitt-Schipp or Nev Clarke. Art materials and light refreshments will be provided. There are no costs for the workshops. Registration is essential.

10am-1pm, 15 November | Storytelling through Textiles

9.30am-1.30pm, 16 November | Storytelling through Collage

9.30am-12pm 17 November | Storytelling through Poetry

1pm-4pm 17 November | Storytelling through Photography

For more information on the workshops and the associated research study, visit uwaartworkshops.eventbrite.com.au or contact the lead researcher Dr Natasha Pauli (natasha.pauli@uwa.edu.au)

This is a The University of Western Australia UWA Oceans Institute research project, supported by The City of Albany

The University of Western Australia Human Research Ethics Committee (HREC) has approved this study (HREC number ROAP 2024/ET000268)