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settings were beautiful. Benji Ward skilfully applied thick paint with a palette knife then layered cartoon and graffiti images on top in fresh new ways. Daniel Wei, Jack Coles and Alex Lloyd boldly experimented with materials and also submitted solid portfolios. Within Photography, Lee Voigt explored movement and layering in his photographs of architecture. He produced elegant results. The compositional innovation in his final photographs was superb. Among the Year 13 students, Rory Doull investigated musical instruments and then gave them sound as his photographs were full of vibrations and rhythms. I loved the way he, too, pushed the boundaries regarding composition. The technical skill throughout his portfolio was at a very high level. Reis Azlan continued to make outstanding paintings. His work was based around new versus old culture and the values embedded within these paradigms. The layering of images, layering of paint, layering of themes and the exquisite painting skills have all contributed to a very memorable portfolio. Peter Bodie Healy made assured surrealist paintings that combined Renaissance architecture with hip hop culture. Tim Stewart made a trendy series of paintings that looked at Pop culture illustration. His use of mixed media in this series was confident and playful. In terms of achievements outside the classroom, Oli Aikawa and Reis Azlan exhibited in The Creator’s Room Scholarship Exhibition in October. This is an exhibition of the best students throughout Canterbury. Reis made it into the top 14; interestingly he was the only boy in the top 14! John Wong also should be mentioned as his portfolio toured the country as one of the top Painting Scholarship portfolios from last year. And not to be outdone Justin Yin won the Bob Ross painting prize during Art Week. As I conclude this report, we want to congratulate Reis Azlan on winning the Penlington Cup for 2021. This cup is awarded to the student who

displays consistent effort throughout his time in the Art Department. Reis had achieved this and more. He set the benchmark in Art in Year 11 and 12 and again this year. He has been a hard-working student on the Arts Committee and he made a stellar job of running the Bob Ross painting competition during Arts Week. Well done, Reis, on this award. Congratulations everyone and we wish our leaving students all the very best for the future! Nga mihi nui Darryn George HoD Art CLASSICAL STUDIES Another year, another lock-down – however this time we were ready; remote learning was a familiar, accessible space for the students. It is evident that within a remote learning environment some thrive whilst others struggle. I am in awe of their perseverance and dedication to Classical Studies this year despite the major disruptions of this global pandemic. This year my focus was on reviewing all the courses at Levels 2 and 3, ensuring the tasks and summative assessments are accessible and achievable for all students. Some students decided to choose alternative ways of presenting their Internals, such as presentations and visual artworks. This worked brilliantly for students who found writing a difficult task. It was important to be able to alter the course and assessment to suit all learning needs. This makes this subject very achievable for students, especially those who may be struggling to obtain University Entrance credits. The course outlines are available on the Classical Studies curriculum page on Schoolbox. There are no prerequisites to any course at Level 2 or 3; students can take this subject without having completed the Classics course at Level 2. Curriculum In both Years 12–13, students are

encouraged to make links between past and present civilizations, to imagine a possible future. We study literature, significant events and art/architecture of the Classical world where students learn how the past continues to inform the present. We study the rise and fall of powerful individuals and empires, the creativity and invention of artists and engineers and the formation

of ethical systems, including the evolution of social justice.

Throughout this, students become increasingly aware of the debt owed to classical Greece and Italy. The department is very thankful for the Learning Support teachers who work closely with our students to help them reach their full potential. Why study Classics? Knowledge of the complex natures of Greek and Roman cultures develop skills in intellectual rigour, critical analysis and self-expression — all highly prized qualities in the job market today. More fundamentally, Classics brings students into contact with some of the greatest and most enduring creations in literature, art and philosophy that the world has ever known. It is a liberal education in itself. University of Canterbury We are very grateful for our strong relationship with the University of Canterbury. Both year groups were fortunate to be able to attend a lecture at the university in Term 2 which coincided with their classroom studies and internal standards. The Level 2 students were given a lecture by Dr Victor Parker who explored with them the world of 5th century Athens. Our boys gained an insight into the society that established democracy, dominated the Peloponnese and the Aegean and who struggled against the might of the Persian Empire. This was an amazing educational experience for the students and ultimately aided their first Internal, which dealt with the consequences of this war. The Level 3 students had the opportunity to sit amongst Old Boys who are taking Classics at the University; it is


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