Term 3
Monday 15th July – Thursday 19th September

Open Day: Sunday 8th September
Day Off In Lieu: Monday 9th September

Term 4
Tuesday 8th October to Friday 6th December (Half day)

Pupil Free Day: Friday 8th November

Running Club  

Run Club will be having a break, as the cold winter mornings have scared off our keen runners. 

Keep an eye on this space and we will be back up and running at a later, warmer date! 

Donations 

Our school would like to extend a big thank you to Eastern Hills Little Athletics Centre for their donation of equipment. They donated hurdles, javelin, shot puts and discuses to the school. Thank-you! 

If your child is interested in athletics for the 2024/2025 season starting in October, please reach out to:

Eastern Hills Little Athletics Centre for more information. 

Sporting Schools Grant  

A lot of work has been going in behind the scenes to get access to the Sporting Schools Grant and we were lucky enough to receive some Term Three funding. We used this grant for some Professional Development and a HUGE equipment order which set us up for our Athletics unit this term. 

Community Sport Opportunities 

There are a number of sports gearing up ready for the 2024/2025 summer season including hockey, basketball and spring netball. If your child is interested in getting involved in a new sport it’s a great time of year to do so. If you need help reaching out to an association or club, please email me and I can help get you in touch. 

See bottom of the newsletter for some great opportunities to get involved in and try some fantastic community sports and activities. 

If you would like any further information on any of the activities listed, please do not hesitate to contact me. 

Siobhan Jones 

Physical Education Coordinator  

For the first four weeks of Term Three, Class 7 have been exploring the wonderful Age of Discovery. We used the biographies of individuals such as Marco Polo, Henry the Navigator, Christopher Columbus, and many others to structure our journey of learning. Stories of individuals achieving such feats prove to be deeply engaging for thirteen-to fourteen-year-olds about to embark on their own journey through adolescence. We began the Main Lesson with our drawing of a Portuguese carrack, then moved on to learning a Viking Song, for which the students composed a ‘second verse’.

Amongst other activities, students created a script for a dialogue between Columbus and a sailor – where Columbus was using Marco Polo’s book to convince his comrade to accompany him in 1492. They also designed a recruitment poster for the first voyage and either designed a cartoon or a ‘freezeframe’ photo interpretation of the Treaty of Tordesillas.

Ivett organised a special treat in the final week – for the college skeleton to be dressed in a costume of the Inca Goddess/Queen co-founder of the Inca Empire, Mama Ocllo. Overall, it was four weeks of stories of adventure, hardship, courage and daring, as Class 7 became immersed in the experiences of the great pioneers of European maritime exploration.  

Mary-Jo Masmanian
Class 7 Teacher

Konnichiwa (Hello!)

Imagine the experience of leaving your country town in Japan, flying 11 hours from your homeland on your first overseas trip, getting off a plane and arriving at the Perth Waldorf School, then trundling your luggage up the gravel path from the bus stop, in the rain, being greeted by friendly Aussie families and, suddenly, clear skies! Students spent two weeks in Perth with host families, experiencing WA and learning English.

Towards the end of their trip, we welcomed the 25 students to Parkerville Steiner College, where they spent time chatting and playing footie with our students; and learning how fast the swing can spin! Our Class 9’s then shared the experience of a Hills Bushwalk – walking from the school, past the resident kangaroos, into John Forrest National Park and Falls Park Waterfall.

A wonderful time was had by all. 

By Janice Still - Wardrobe Assistant

I have always liked sewing. Since a young age I have been making my own clothes and playing around on my mum's sewing machine. I studied Fashion and Apparel manufacture at Bentley TAFE which included millinery, lingerie, pattern cutting, textiles and garment construction. My first job was sewing at an upholstery manufacture business, where I then became a cutter. I then moved into motor trimming which I really enjoyed but the opportunity to work as a seamstress and cutter at a children's boutique in Attadale came my way.

I then went in to Theatre Workshop, which is a fancy dress hire business in Perth that
was later taken over by Apparition. I designed and made many costumes over my time there, which was a lot of fun and very fulfilling. Book week was always busy, and Medieval weddings and parties were very popular.

As the Wardrobe Assistant at Parkerville Steiner College, my job involves all wardrobe related activities to help make a theatre production come to life. With the support of the director/teacher and students, we brainstorm what we want the costumes to look like. I then source the costumes from Perth Waldorf school, op shops or make these myself. I then have to measure and fit the costumes as well as shoes to each student. I drive to Perth Waldorf School to pick from the costumes in the amazing wardrobe department where Eva and Sarah assist, and share their knowledge and experience with me.

During the performance, I must keep track of all the pieces, help with quick changes and assist with wigs, hair and makeup. I am also responsible for maintaining and cleaning the costumes when they are returned. I must be familiar with the storyline and study each character to get an idea of what will be appropriate for the students to wear. It is amazing how over just a few weeks the students’ characters develop. It has been amazing working with directors Jane and Austin who encourage the students to transform into their characters. When dress rehearsals commence and the costumes are on, the students come into their part and the play comes together and after many performances the whole production comes to life. The students' confidence grows over the weeks, so by the final show when family and friends come along, they will see the outcome of all their hard work.

The journey from first learning their lines to the final show, from pre show nerves to confident smiles and excitement when the show is over, is great to see and a pleasure to be apart of.

Janice Still

Class 10A Play - The River at the end of the Road

Class 12 Projects

Our Class 12 students are currently completing their final Main Lesson, marking one of many significant milestones they will reach in the coming months. For those who have attended Steiner Primary and High Schools, they will have experienced around 160 main lessons over their journey, providing them with a depth of knowledge and beauty in the process.
 

This term is particularly eventful, with final exams, a class retreat, a week dedicated to speech writing for their final Presentations next term, and STAT (Special Tertiary Admissions Test) preparation for those who choose to take it. The STAT serves as our university pathway for graduating students. 

This term’s Project focus is on the Practical component. Steiner education emphasises creating with beauty and meaning, integrating knowledge and skills into tangible, purposeful outcomes. 

Students will take insights from their written work and, by connecting their topics to real-world experiences, aim to gain a deeper understanding and provide a more informed answer to their overarching Project question.

They must also share their Practical work with the community. It is one thing to envision something and another to see it actively contributing in the world. On Open Day, a selection of Class 12 students will  present their endeavors in a group exhibition. We invite you to engage with the students and their Practical work at this event. 

Natalie Wheeler & Sharon Symes

Class 12 Project Coordinators

Aleksandr van der Merwe

Hi, my name is Aleksandr and for my year 12 project I have been exploring the question: “Are we born to run?” And I can now answer that question with a confident, yes. 

I came to this conclusion by comparing our endurance running capabilities to other animals, examining the evolution of the human body, and how millions of years of genetic mutations and adaptations have made us the ideal endurance runners.  

Of course, these days it is more complicated than that, and many of us strongly believe that we are the exception to this fact. Many people who get into running suffer from injuries early on, and then decide that this is because they just weren't “built to run”. However, these injuries often occur because we start running too far and too fast.

Therefore, for my practical component I have organised a beginner friendly running club, that will happen on Sunday mornings at Bibra Lake. The purpose of this club is to serve as a gentle introduction and encourage others to experience the joy of running.  

 

Jade Janneson-Bense

Hello and welcome to the theory of Cognitive Dissonance, brought to us in 1959 by social psychologist Leon Festinger. Cognitive dissonance is a phenomenon that likely occurs in your everyday life, where a person is holding two contradictory beliefs. There is this ‘gap’ or misalignment that creates feelings of discomfort with thoughts and corresponding behaviours. Leon found that humans require consistency in cognitions and without that, we tend to feel that ‘gap’ (cognitive dissonance).  Often, we don’t know that we have cognitive dissonance because of the way our mind disguises it . I've dived into when attitude doesn't replicate behaviour, one type of cognitive dissonance. A common and simple example would be a smoker, the world knows cigarettes are linked to several health issues, yet some still smoke. The curiosity I've found in why humans experience this phenomenon, and its sensitivity to share has led me to bringing it to this safe space as my project, now with the question:

“How does cognitive dissonance impact our moral and ethical behaviours regarding consumerism around fast fashion and animal consumption?”

To get an idea of how Cognitive Dissonance can run its course, consider the example of the smoker I mentioned earlier. Let’s say they started smoking in their 20s in the 1980s.  As we know there have been major shifts in beliefs and understandings around the health dangers of cigarette smoking and many people who once smoked in the 80s have since quit. Someone who has continued to smoke over this time is an example of the power of cognitive dissonance.  Quitting could relieve this and realign the person with valuing their health and following the advice from medical professionals. However, continuing to smoke would possibly be validated by them telling themselves that they’ll quit next week, even though next week keeps moving to another week.  They could also tell themselves that that smoking helps them unwind or relax and that the stress of quitting could do more harm to their mental wellbeing.

I’ve learnt that cognitive dissonance can be confronting for us, and this seems to make it a topic not often spoken about or well-known.  This has drawn my interest in it further. To me it seems like cognitive dissonance wears a disguise so we can act how we want, without thinking about the consequences, in topics such as fast fashion and animal consumption. I’ve found that many of us don’t think about our choices until we see the harm that can come from buying clothes and eating meat, which is why awareness is so important.

My research focused on these two areas of fast fashion and animal consumption because topics which have challenged my own thinking and behavior. Seven years ago, I made the decision to become a vegan, and this was a choice I made after being told the “uncomfortable truth” behind my roast chicken dinner. To be honest, I'd never even thought about it, and I see this as a form cognitive dissonance now on reflection. It wasn’t easy to change my behaviour and not eat meat or products made from animals, but I feel that this aligns with both my own moral and ethical belief systems.

The same applies to fast fashion for me but this is more complex as I have discovered after researching that even those companies who say they don’t exploit workers and the environment are often doing other things that are impacting the lives of animals, people and the environment in the quest for satisfying human consumption. I am still struggling with ways to lessen my consumption of fast fashion by trying to be more conscious and make better choices, but this is challenging.

I would love to share my practical idea but at the same time, I am aiming for a truly authentic effect when people engage with it on Open Day this year. My practical, along with others from Class 12 Projects, will be on display in Seekers Place on Open Day and I would love you to come along and see it.   Thank you for reading.

Kiara Holland

Hi, my name is Kiara, and I am currently doing my year 12 project.

My question is: “How do our childhood experiences affect our adult relationships?”

I chose this specific topic because I have always been interested in Psychology and I wanted to discover what’s behind the way we engage in relationships and the impacts of this - both the good and the bad.

My research process started off looking at negative childhood experiences such as abuse, sexual assault, and emotional harassment and
the impacts these have in childhood and later as adults.  After digesting some of that, I moved into more positive childhood experiences – such as supportive parenting, stable at home environment and happy parental relationships, and the way these shape childhood and life as an adult. What
I concluded after looking at both was how impactful these childhood experiences are.

I discovered that often children who experience traumatic things in childhood can somewhat ‘normalise’ these experiences in order to make sense of them. They can also exhibit unhealthy habits, behaviours or even personality disorders that have negative impacts on their adult relationships – both romantic and platonic ones.

It is almost a cycle that often continues through families until someone seeks help and attempts to break this negative conditioning.  From my research, I concluded that it is very important to have awareness and understanding around this and the correct support mechanisms in place so that those people who are impacted by these experiences are able to heal and experience healthy and loving relationships.

I’ve learnt that positive reinforcement of healthy and kind parenting persists in the child’s mind through to adulthood. Good role models in term of parental figures seems to be a strong foundation. Many people pick up these positive traits of their parents and display these within their own adult relationships.  When children witness loving connections between their caregivers, this too is normalised for them and there seems to be plenty of research which confirms that is something that helps adults search for partners and friends that have similar perspectives. I’ve learnt too that secure attachment from a parent or caregiver is significant in how this unfolds.

Some challenges I have faced throughout this process is the ability to take on analytical information concerning the research aspect of my project, but I feel that given the opportunity I have been able to improve and widen my knowledge around my topic.

For my practical, I am creating two art pieces with each one representing the negative and positive aspects of my topic.  I’m depicting childhood experiences through painted illustrations on cards that are on a mirrored background for both art pieces. They are in essence the opposite of each other. I’m also infusing my pieces with interviews I am currently doing. These 13 interviews are focused on positive experiences that have shaped healthy adult relationships and I am hoping to share these as illustrations on their own deck of playing cards. I see this connection and even perhaps balancing the pieces I am doing to represent hope and healing.

Overall, I have learnt so many new things throughout this process and it has given me time to reflect and grow. I am able to apply this new knowledge to my own experiences and actions, and I am excited to see it where it leads me.

Dash Dosualdo

My passion for art developed in the later years of high school. I never had any skill or talent to speak of, yet I think this is why I liked it so much. Getting better, discovering and shaping a personal technique appealed to me. Unlike sports that I’d played in the past, art sets everyone apart as there's no one technique to score. Art is an individual sport, the freedom that comes with the lack of rules was and still is freeing to me. Seeing each person's individual technique, whether it incorporates collage, stencils or ink, is unique and that excites me.

The original inspiration for my project came from visiting the Pulse art exhibition last year. It was here that I was struck by the relationship some artists have with the depiction of sadness or mental illness in their artworks. 

At the 2023 Pulse exhibition, I saw top-tier high school art from WA’s best Year 12 art students. It was motivating and inspiring to see the skill and diverse techniques displayed. Each style seemed like a unique personality shaped by life. However, I was challenged by some which were simple in design and technique but were explained in lengthy descriptions, glorifying mental illness or self-harm. It made me question the exhibition's choice, marking and the message behind presenting. I found it difficult to even acknowledge these works. 

Something I did recognise though was the romanticisation of these topics. In recent years it has been all over social media and impossible to escape if you were on apps like TikTok or Instagram. Romanticising mental illness, self-harm and sadness seem to have become almost a trend on social media, but I hadn't realised how prevalent this was until that exhibition. This concerned me and I wanted to investigate it more.

I found that TikTok's portrayal of mental illness in a glorified way was often inaccurate and promoted things like self-diagnosis. Some of the research I looked at was surprising. I read about a group of medical professionals who studied over 500 TikTok's that had roughly 25 million views each. They found that 83.7% of the videos had inaccurate and potentially damaging advice and many included unqualified content creators with no formal mental health training.  In addition, there was also an encouragement of self-diagnosis and no disclaimer in the 418 TikTok's. While I always knew TikTok was not a reliable source of information, I never realised the extent of misinformation and unreliability.

My first year 12 project question was, why do we romanticise sadness but as I researched, I found that my topic linked closely with mental illness, so I incorporated this into my final question of:

“Why do we romanticise mental illness/sadness in art, film, and social media and what are the impacts of this?”

Recently I think my view on this has changed, while I still really dislike it, I realised that it's a matter of education on the topic. This idea of educating inspired my project Practical, leading to me wanting to show people a more informed path forward when it comes to this depiction in art. My way of doing this is creating a self-portrait in the form of collage and acrylic paints. Often individuals are represented online in a limited way with little depth or perspective. I am hoping my self-portrait will dissect this notion by pulling apart the different aspects of me!

I look forward to sharing this with the community on Open Day as part of a Class 12 group exhibition in Seekers Place.

Georgia Vassila

Hi, my name is Georgia and for my year 12 Project I have been looking into the Australian legal system in relation to domestic violence (DV) and I have developed the question:

“What are the limitations within the Australian legal process in relation to domestic violence and how do they influence court proceedings and the aggrieved?“

At the start of the year there was a major shift in my interest, and I saw my project change and develop into something completely different. Originally, I wanted to investigate serial killers and psychopaths, such as Jeffery Dahmer and Richard Ramirez, and how their brain function is different to the average person. However, after coming across a statistic that showed one woman a week is murdered by her current or former partner in Australia, I started to question if domestic violence perpetrators are just as evil as these famous killers.

At times I have struggled with such a heavy topic as I have read and heard of some horrible cases, which are simply unimaginable. As a result, and to try to manage this content I was motivated to delve further into the actual legal system that was supposedly in place to support victims of these crimes.

I read an article about a case in NSW in which the husband burnt his house down with his partner inside and it was made clear that this was a case of murder. When brought to court the husband only received 27 years imprisonment, however, if the victim was unknown to him, he would have received a longer sentence. This had me confused and infuriated, shifting my interest to the current issue, domestic violence. I found a theme throughout my research which was the lack of support, justice and safety offered by the legal system designed to protect victims of domestic violence. A current example of this would be the Floreat shooting in May, in which 2 women were killed. It is now known that the daughter of the killer made it clear that she and her mother were not safe and yet she was repeatedly ignored.

 “My mother and I made it clear that our lives were at risk – we were repeatedly ignored, repeatedly failed. These failures have cost the lives of two incredible women” - Ariel Bombara.

This issue caused me to focus particularly on the process of obtaining justice when dealing with a domestic violence case and the limitations preventing the aggrieved from securing justice and safety. I have chosen 3 prevalent limitations to investigate, these include coercive control, legal system abuse and secondary victimization.

I am currently working on the practical component for this project, and I am creating an art piece using domestic violence cases from the start of this year to the present day. Through this practical I am hoping to show the enormity of the domestic violence issue in Australia by having all cases on display in one art piece, as well as including a few positive changes I have found within my research – including the recognition of coercive control within legal proceedings.  Throughout the holidays, I have been immersing myself in understanding real life situations and I have done this through listening to the stories of those affected by domestic violence, sitting in on DV court trials, collecting articles in which cover domestic violence and I also went and saw PRIMA FACIE at the Black Swan State Theatre. PRIMA FACIE was amazing to see as it showed how Tessa's perspective on sexual assault shifted from a lawyer's point of view to a victim of sexual assault point of view. The production also showed how when a victim reports a case of sexual assault, they are the one to be on trial, rather that the perpetrator, who essentially is barely questioned. I already understood this, however, seeing it in person allowed me to see the interaction between the court and the aggrieved and the impact these trials have on the aggrieved.

I visited the Family Court of Western Australia and observed several cases primarily focused on finances and child custody. Despite initial apprehension, the judge invited me to observe a domestic violence (DV) case later that day. The case involved a grandmother seeking visitation rights with her grandchildren, complicated by her son's criminal record, which included domestic abuse. Ultimately, the grandmother was granted supervised visitation rights with strict confidentiality measures. This experience revealed the broader impact of DV cases and was surprising due to the respectful conduct of everyone involved, including the lawyers, associates, and judge, contrary to my expectations.

I know I cannot completely shift my understanding of the domestic violence legal system through one experience as it is riddled with so many issues that need to be acknowledged, however, through my research I have found a few small positive changes coming through and I deeply hope that this will lead to a rise of reform and justice for domestic violence cases.

Angelina Aung Than

Hi, my name is Angie and for my Year 12 project I am looking into the role of language in human perception. I’ve always had an appreciation for diverse cultures and languages, which became heightened in Year 11 due to my high school exchange to Tokyo, Japan.

At the beginning of my Project journey, I knew I wanted to do something about cultural diversity.  I had many initial ideas yet didn’t know which direction to take.  I wanted to perhaps look into the cultural diversity in Australia, yet it would be a bit of a touchy and difficult subject considering Australia’s history.  One TED talk changed everything.  I watched Lera Boroditsky’s TED talk titled “How language shapes the way we think” and I was immediately hooked on the idea.  I found it very informative and interesting as I had not known that language directly shapes human thinking.  Not long afterwards, I formulated my question,

“How do languages shape thought, and how can this bring people together?”

I wanted an aspect of my question to relate back to community. 

Looking into the history and development of the theory that language shapes thought, I found the hypothesis of ‘Linguistic Relativity’, formulated by Benjamin Lee Whorf and Edward Sapir.  Previously, I had had no idea that this idea had been created into a hypothesis in the early 1920s, and this fascinated me.  The idea became widely known in the world of linguistics and was even taught to students in the late 90s.  There were different strengths to the hypothesis.  ‘Linguistic Relativity’ is simply the hypothesis that language does in some way affect human thinking.  ‘Linguistic Determinism’ is the strongest form.  What it suggests is that language is the sole factor in human thought.  In the late 90s, this was discarded as a hypothesis, as there’s more factors that shape human thought.  ‘Linguistic Relativity’ still lives on as relevant in linguistics.  Many parts of Linguistic Relativity are still being looked into, and there are many factors we probably don’t even know about yet.  There’s limited research on the topic, so it was difficult to find relevant articles on the subject.

Starting my research for my essay, I did not know any terms that corresponded with my topic.  Basically, I was naive about how large the topic was.  I was lost on Google Scholar, unsure about what to search for to find relevant articles.  It took time, and many, many open tabs to learn what to search for.  Soon, I was overwhelmed.  It was valuable essay writing time that I had lost learning about my own topic.  I was on a serious time crunch to finish my essay by the deadline.  After much trial and error, I formed my thesis;

“A person's native language significantly influences their thinking, and this can be largely attributed to factors of temporal processing, spatial orientation and grammatical gender.”

The main struggle for me was figuring out how to narrow down my research to key aspects of Linguistic Relativity.  There are so many aspects of language that play a role in human perception, and I couldn’t make up my mind on which I wanted to focus on in my essay.  There was also the challenge of grouping the certain factors together, and the problem of separating language from culture.  With much help from the project supervisors Natalie and Sharon, and from my supervisor Briellen, I managed to concise a thesis I was mostly happy with. 

Currently, I am working on the practical component of the project. What I want to achieve with my practical, is to show to English speakers that language does impact how people communicate, behave and think.  For my practical component, I am creating comic strips, which express what I have gained from 3 interviews.  I have interviewed three translators/interpreters from Australia, all with diverse backgrounds and cultures.  The comics will show scenarios that show the differences between languages with thought and speech. 

An example I like to use to explain the kind of scenarios I will be drawing is the comparison between English and Mandarin Chinese when asking for something.  In English, we often ask for things in a polite way; “May I please have...?”  However, the direct translation of this in Chinese is the same as, in English; “I want...”  A Mandarin speaker learning English will often learn to ask for something using “I want...”  In English, the phrase sounds quite rude and confronting.  Yet, this is simply how Mandarin Chinese speakers ask for something in their language.  This transition can be quite difficult and foreign for a Chinese English learner.  This is one example of a scenario that I can illustrate and bring to the community as a comic, to heighten the awareness of the struggles in translation for a bilingual person.  It also depicts culture shock, and cultural diversity. 

Currently, I have done my interviews and gained useful information to be used for my comics.  I am about to take the dive into my practical and design my characters for the comics.  I find myself excited to display my comics in the Year 12 exhibition at Open Day and discuss my topic within the school community. 

Miela Grubinic

For my year twelve project I chose to look at the influence of Classic pieces of literature today and am asking the question:

“What pieces of Classic literature have influenced history, and do they have the same literary influence today?”

At the very beginning of the year, I had no clue in which direction I was going to go with my project. I knew that I wanted to have a broad look at something literature or book related, but apart from that I couldn't find what to focus on. I chose to look at something literature related because for me it was a balance between something that I love engaging in and something that would have enough for me to research. To find my focus, I looked at all sorts of things including misery literature, literature through different cultures, people using literature for escapism, and more.

One day I happened across a website and on it was an analysis about literature and its connection to social change. This piqued my interest and from there I researched deeper and found a lot more information than I thought I would. Since I stayed on this subject for so long, and I continued to find more things with it that interested me. From this I began looking at some older fiction books and the way some of them impacted wider social changes. This got me thinking about whether some of these texts still had the same effects on society in modern times.

This captured me and I decided that I needed to think about classis texts that I would be interested in analysing. Surprisingly, this turned out to be more difficult than I thought it would be. Thankfully after some time and much consideration, I narrowed it down to two books; Frankenstein (1818) by Mary Shelley and Uncle Tom’s Cabin (1852) by Harriet Beecher Stowe. I chose these two books as they are some of the most influential books written nearly 200 years ago and I was convinced that both were continuing to impact society today.

Then I sorted through the different impacts that they have on society today because as I found out, there are a multitude of different things that I could look at. I finally focused my research on three things that appeared in the books that also appear in parts of the modern world. I chose themes that started from these two books that still appear in modern books and movies, similarities between societal issues, relation between the character struggles and how people still have these struggles now.

For Frankenstein, I looked at the relevance that Mary Shelley wrote about the monster and how it connects its creation to the creation and use of what many see as a modern human created ‘monster’: Artificial Intelligence or AI.  I learnt about how new genres such as science fiction also emerged from the foundations of this very book. Publishing this book in the 17^th century was also controversial as it delved into the medical world and procedures which weren’t commonly known. This too could be seen in some of the information we see today and similar controversies.

Uncle Tom’s Cabin was written as a part of the abolishment movement of slavery in America. Racism was rife at that time, but this still appears to be a common and topical issue that is arguably just as prevalent in our modern times.  I also researched how the main character of the book, Uncle Tom’s personality was changed, and how his heroic actions were erased over time through the many productions made based on the book.

For my practical, I chose to do an artistic representation to show mine and other people's knowledge of Frankenstein. I did the practical only on Frankenstein because I realised that not many people know about Uncle Tom’s Cabin. For this, I interviewed a couple of year sevens and asked them how they had come to know of the monster. I was very nervous and awkward with the interview, but it was useful to help with developing my practical more. For how I would display my practical, I chose to do two paintings, one from the original book's description and the other from the year sevens description. My paintings will be up, with a couple other years twelve’s works on open day in the Seeker’s Place.