Year 7 visit the University of Cape Town
Currently our Year 7 class are exploring Chemistry, learning about the properties of matter, the physical and chemical properties, as well as the results of chemical reactions. Recently the class were treated to an amazing interactive experience at the University of Cape Town – Chemistry Department. Dr. Roxanne Mohunlal created a laboratory experience to learn about The Magic of Chemistry – Chemical Reactions.
To start, they were welcomed by a magic trick of Invisible Ink welcoming them to the department. They were enthralled by the immediate effect of chemical reactions. The students were then given a comprehensive Health & Safety presentation by Ms. Monique Muller, who explained how a chemistry laboratory operates in order to keep the Lab Staff and students safe. Our Year 7s were given lab coats, protective glasses and plastic gloves before proceeding with the chemical experiments.
After the Health & Safety presentation, the students received a motivational talk from one of the Department’s PhD Candidates – Mrs. Larnelle Garnie-Weale. She gave a wonderful presentation on following your dreams and learning that no one will do it for you, if you want to learn you need to choose to and work hard – starting now – to achieve whatever you desire. Larnelle and her husband have been granted an opportunity in New York to continue her study into the treatment of Malaria.
After Larnelle’s story, the students were able to get their hands “dirty” and conduct chemical reactions. The first one they experimented on was making a Crystal Garden. This reaction occurs when metal salts interact with a solution of sodium silicate, due to the properties of these chemicals and solubility, a plant-like structure of different colours forms slowly over time. The students used cobalt chloride and iron sulphate resulting in a light blue/grey coloured crystal and a dark blue coloured crystal. The reaction happened over 45 minutes and the students were able to watch their gardens grow!
The second experiment conducted was the reaction of copper with a solution of silver nitrate. The copper metal undergoes a reaction where the silver deposits coat the copper, creating crystalline structures around the metal. The third reaction was mixing steel wool with a solution of copper sulphate. When mixing steel wool with a copper sulphate solution the copper sulphate will turn from the colour blue to the colour green and after a short period of time the steel wool will have become a copper plated substance. The class enjoyed watching it “rust”.
Between the hands-on experiments the class were given the pleasure of watching one of the laboratory technicians perform a wonderfully visual chemical reaction making Elephant’s Toothpaste. It was a fun and elaborate experiment that wowed the class! The fifth and final experiment was also done as a demonstration – the reaction of magnesium with oxygen. This chemical reaction uses heat to produce a magnificently bright white light.
The UCT Chemistry Department was outstanding and the day allowed the Year 7s to be immersed in the wonders of Chemistry in a fun and interactive way!
Mrs Carin Howcroft, Year 7 Teacher
All about Honour
Our final High School assembly for term 2 was a team effort with “Honour” being the topic of the day. Mrs Faria introduced the topic by stating that the concept of honour needs to be re-instilled in the minds of many and that there are different kinds of honour and different people in our lives we need to honour.
For example we honour our parents, husbands and wives honour each other, we honour people who have done admirable things, we honour the elderly, we honour those ones that are placed above us, our leaders and those ones that are placed there to help us in our path of life, like our teachers, coaches or mentors.
Mrs Faria displayed some synonyms to relate the idea more clearly to the students and words like “hold in great respect, hold in high esteem, have a high regard for, appreciate, value, prize, reverence and worship” aided in explaining the concept.
Mrs Martin shared from her wealth of knowledge of the ancient chivalry code of conduct which dates back to the Moors and gave interesting facts on how many nations, and in fact our civilisation at large, were founded on this deep sense of honour and respect between a man and a woman.
Year 12 student, and SRC secretary, Connor Schoeman, added to this with his talk about how in the olden days, and even today in the US, soldiers were honoured for their bravery, and the code of honour which they adhere to, and that even the enemy, although coming to fight you, is to be honoured as another human being. He concluded by encouraging the students to honour one another, even if they did not like each other, but based on the fact that we are all living human beings.
Jethro Bezuidenhout in Year 10 and Miss Erasmus both told us of ways in which one can honour our parents. Jethro said he tries to be mindful that after a long day’s work, his parents might be tired too, and how easy it is just to lend a helping hand in making dinner or something that needs to be done. Miss Erasmus mentioned that now she is not living with her parents anymore, a way to honour them is to consciously make time to spend with them to show them that she values and loves them.
Miss Caldeira shared how students can honour their teachers simply by remembering that it is a two-way collaboration, where you have to work together and that open communication between students and teachers is a simple yet effective way to honour each other and keep the relationship healthy.
Having sat in the principal’s seat herself, Ms Black, gave students and teachers, valuable and unique insight of her experience as a Principal and this added to the concept of honouring leaders.
Mrs Faria concluded by explaining from the heart, how teachers also honour students by being committed to the job, being there every day, by planning and structuring their lessons specifically to suit everyone’s needs and trying to use different ways, methods and teaching styles to make sure everyone understands and accommodate the students and often going the extra mile and caring for them.
Finally a word of honour and a warm round of applause was given to Mr Hartman, our High School coordinator, and direct leader, as a token of our gratitude and appreciation for his hard and excellent work and dedication to managing the High School, amidst running a full timetable and for displaying understanding and kindness.
Mrs Jolene Faria, Travel & Tourism
Primary School Camp
This year marked an unforgettable adventure for our Year 4 – 7 students as they embarked on an exhilarating camp to Bonamanzi Adventures Camp. Set against the backdrop of boundless horizons, the camp promised an abundance of fun and learning opportunities, leaving an indelible mark on every participant.
The essence of the camp experience lay in the diverse array of activities awaiting our eager adventurers. From the adrenaline rush of river rafting to the intricate art of shelter-building and the excitement of hiking at night. Students found themselves immersed in a world where challenges beckoned and resilience blossomed.
Central to the camp’s ethos was the spirit of teamwork, a guiding principle that infused every endeavor with synergy and purpose. United by a common goal, students collaborated in crafting their distinctive flags, symbolising the collective spirit that fueled their journey. Through shared efforts and mutual support, bonds were forged, fostering a sense of camaraderie that transcended individual achievements.
Words form some of the students are a testament to the time they spent together.
“Lots of fun” – Jessica
“Loved the river rafting lots of fun.” – Mari
“ Exciting” – Mlibo
“Enjoyable and learnt a lot” – Gillian
“Amazing” – Yann
“Loved the river rafting! Had lots of laughter.” – Maggie
As the echoes of laughter fade and the memories linger, the legacy of Bonamanzi Adventures Camp endures—a testament to the transformative power of adventure, community and the unwavering spirit of youth. In the heart of every participant, the camp lives on as a beacon of possibility, reminding us that within every challenge lies an opportunity and within every child, an incredible potential waiting to be unleashed.
Outing to the Zeitz MOCAA
Museum Educator, Mandisa Ngqulan, led us on an informative walkabout through the numerous floors of exhibits and touched on the details of the design and function of the museum, background to the numerous artists and their work, as well as the incredible number of specialists required to coordinate an exhibition, which roughly takes up to five years of preliminary planning.
The sheer range and variety of art and design on exhibit proved to be vast, if not overwhelming to take in, in one short visit.
Here are some of the comments made by the students:
Eye-catching art filled with culture and history. I loved seeing more artworks that were actually done by artists that are still alive. Each room felt like going into a different dimension or world completely designed by the artist down to the bright lights and floors. You feel almost obligated to stay forever and admire. Sibo, Year 12
What I enjoyed the most about the visit to the Zeitz MOCAA, was the building itself. It attracted me the first minute that I walked in. Gloria, Year 12
There was a lot to look at but I really loved the colouring on the windows with the sun reflection on it, reflecting the colours on the floor – that looked really nice. I also enjoyed looking at the photography. All the art pieces were very well done and inspiring. I loved how each artist perceived their art in their own way whether it was videos, photos, sculptures and paintings. Isabell, Year 12
Overall, the exhibition was well set out and each section had some good pieces. My personal favourite was the Seers, Seekers, Soothsayers exhibition. All of the work was beautifully done and rather captivating. Yanika, Year 12
The exhibition was quite inspirational, it highlighted how young people are gaining recognition for their work and it encouraged me to find an identity in my art. Art has always been a form of emotional expression, you see the emotions behind each artwork, the symbolism of every aspect. I can’t pinpoint which one I liked most because each one had its own uniqueness about it. The Zeitz MOCAA is definitely a must see museum. The experience was worthwhile in educating me on the different mediums used to convey meaning in art. Imitha, Year 11
Going to the Zeits MOCAA was an amazing experience. I was exposed to many beautiful artworks. I really enjoyed the room in the Mame-Diarra Niang’s Self As A Forgotten Monument. It was a visual and audio work. The motion and audio captivated me and almost put me in a sort of trance. All it was, was a moving human figure dancing on the floor with abstract shapes also being projected. I was inspired by how the artist was able to change me emotionally with a simple video clip and a choice of audio. Arella, Year 11
Although most of the artworks at the museum did not fit my theme as inspiration I did enjoy the blurry portraits of people and loved the cinematography in one of the rooms where towards the end of the short film it became quite creepy but I enjoy those sorts of things (very abstract). Overall I think the exhibition was a good experience. Ben, Year 11
Although I didn’t find most of the art to be something I personally liked, I enjoyed the experience and would likely go again once new exhibitions come in. Chloë, Year 9
It was very interesting to see all the different uses of mediums by other artists. I particularly liked a large oil painting with a mix of different mediums including photography. Antony, Year 9
Mrs Lynda Leibbrandt, Senoir Art & Design Teacher
Helderberg International School 2023 Gratitude Journal
1 December 2023
As the end of yet another brim-full school year approaches, we would do well to look back and reflect on the year of 2023. There is much for which to be grateful.
Personally, I am thankful to have the privilege and honour of working with an amazing team of people, every single one an essential link in the woven net that carries the important cargo of our future. When I think of my colleagues, I cannot but help to be awestruck by the incredible strength hidden beneath the selfless, caring heart of the school staff. Additionally, I am incredibly grateful for a supportive parent body, and for the equally selfless parents who can be relied upon to help to take the ordinary school day to extraordinary levels throughout the year.
I am grateful that each day is filled with laughter, wonder, precious smiles, and ‘joie de vivre’ at all that life has to offer. What a privilege it is to experience life through the eyes of children every day!
With the thought of gratitude and appreciation in mind and heart, this week I set off to see what the rest of the school community had to say. Read what some of our students and teachers had to say below. It was a heart-warming exercise and is highly recommended as a family activity.
Warm regards
Cris Sanchez Black
Principal
Gratitude thoughts from our students and teachers
I am thankful for having a nice teacher. – Eun Ho, Year 6
I am grateful for grace and intention at the school. – Lisa, Year 10
Lots of new people have joined the school. And the aircon. – Rabia, Year 7
Getting a good education. – Nini, Year 6
Outings to Intaka Island and the local library. – Bjorn, Year 7
All the teachers and friends. – Holly, Year 3
My teacher. – Giorgia, Year 1 (A sentiment echoed by many)
My teachers and my principal and being a flag raiser. -Blessing, Year 6
Maths. – Lipathe, Year 3 (Not widely recognised as a blessing)
Playing with my friends in the new playground. – Hannah, Year 2
The friends I have made along the way – high school friends are very different to primary school friends. And the wellness day. – Jemma, Year 8
My teacher who understands everyone. – Ava S., Year 6
Miss Fraser, new friends, the Peter Pan production, being a bell ringer. Caleb, Year 6
Writing sentences. – Munrow, Year 2
The friends I’ve made. I’m grateful to be moving on to Year 9. – Karabo, Year 8
A lot! Nice teachers, nice environment, playing with friends… – Cole, Year 6
Friends, teachers and to be in the school. The education here. – Mlibo, Year 4
Teachers help you get past your boundaries and don’t leave you behind. – Yann, Year 6
Camp. – Jessica, Year 4
Camp and my test marks. – Abigail, Year 4
From the first day, friends were kind and generous. – Bethany, Year 4
The freedom to be able to take breaks. – Lily, Year 7
Revision material. – Nina, Year 7
For generosity and hard work. – Miss Ashley Fraser
Being out on break duty, looking at the mountains and trees and enjoying the children swinging. – Miss Terena van Zyl
The visit from head office and the teamwork observed in preparation. – Mrs Jolene Faria
That we are all trying to be kinder; for children growing in kindness. – Mrs Lara Jelbert
I was really grateful on Friday to spend the time at Spier with the staff and students. I think everyone had such a lovely day. Just to have a day to breathe. – Mrs Nicci Geyer
I am thankful for the community we have at school. I am thankful for the challenges that have allowed ongoing growth and for all the fun moments we have had in class. I am thankful for all the passion I saw on the soccer field and netball court and the perseverance. I am thankful for the courage our musical students have shown and for their beautiful performances. Lastly, I’m thankful for all the extra activities I could be part of- the leadership camp, wellness days and so on. – Miss Andreia Caldeira
I’m thankful that I have the opportunity to teach at a small school with a big heart, serving to inspire and educate young minds, contributing to their growth and playing a crucial role in shaping their future, helping them to realise their potential and dreams, also appreciating the support from my caring colleagues in making a positive impact and the diverse learning experiences this role provides. – Mrs Lynda Leibbrandt
What I’m grateful for at school is for my colleagues and our team. I have made great friendships here and I have never had a day we’re I feel I don’t want to be here because of the people. I find my support here at school. I’m grateful that I get to know my students at a deeper level and establish a relationship with them, something that is not possible in bigger schools. – Mrs Mariana Quintero
It would be being able to understand myself and unlocking my work ethic. – Joe, Year 11
I am grateful for the chances and times I spent hanging out with friends that I know I may never see again after they leave. Though we have communication, stuff just happens. – Levi, Year 9
I’m grateful for the fact that I was able to grow and learn from many different situations, doesn’t matter if the situation was good or bad, a lesson was always learnt. – Olivia, Year 11
I’m grateful of how my parents are investing so much money into my education. I’m also grateful of my 2 close friends who’ve accepted me with open arms in their friend group and have made me comfortable around them without having to hide my big personality. – Esi, Year 8
When I look back on the year, the one thing I’m most grateful for is my parents, given all they have done for me. – Gadijah, Year 8
Looking back at the past year with my school at HIS I have so much to be grateful for. I’m greatful for the family that Is my school, that comes together to work as a team to create a fun and academic environment, as well as teachers who are willing to give students individual assistance in work which negates the feeling of just being a number, as I have felt In larger public schools. And I can’t forget about my amazing piers whom which have become my family and some of my closest friends. – Connor B, Year 11
I am incredibly grateful for every single opportunity that I’ve had to grow and improve. Sometimes it was an opportunity I really wanted, and sometimes it was an obstacle that I had to overcome. Either way, I’ve come out the other side stronger! – Connor S, Year 11
Something I am grateful for this year is, firstly to be the house representative of 2023. It was a big honor working alongside and helping out Mrs. Schell and working with my classmates to plan and create fun sports days. Another thing I’m grateful for is my teachers that helped me to get the good marks I got for my IG’s. I was definitely not able to do so well without their guidance and teachings. – Jaco, Year 11
Gratitude, I am grateful for the privilege I have to be able to go to school that works to help me succeed in life. I’m grateful for the many friends I acquired this year who have been a support system through the rough times. Most of all, I’m grateful for the people who believe in me, my aspirations and my abilities. – Imitha, Year 10
I am grateful for so many things this year! Even during the lows I’ve had things to be grateful for. I am so grateful for my teachers who have so much passion for their job and care for their students. They have really supported me and have been there for me during a really difficult time of my life. I’m also extremely grateful to my family and that we’ve been able to bless so many people this year; that I’ve been able to reconnect with old friends and that i was given the opportunity to help with children at an international conference. I have so much love for people especially children so that was such a blessing! – Tyler, Year 11
I am grateful for the fact that I can be in a privileged School which provides me with excellent academics and opportunities. Expect for the high quality standards in acedemics , my school ensures you as a student get valued for your character and whom you are as a person. – Althea, Year 10
This year I am grateful to the school for giving me opportunities to play the piano for others. Also for the teacher’s guidance in helping me to do my best and for my friends who make me laugh! – Andrew, Year 9
GMMDC National MathArt Competition
The ceremony was held in Stellenbosch at the beautiful, historical PJ Olivier Art Centre on Monday 4 September and parents, family, school Heads and their teachers joined in celebrating the achievements, followed by refreshments and snacks. Teachers were presented with colourful MathArt mugs showcasing selected learner entries from 2018-2021.
The competition is a unique to South Africa STEAM initiative aimed to promote innovation and creative problem-solving skills among learners nationwide. This years theme featured: “Mathematics in Africa: past present future” The GMMDC National MathArt Competition challenged entrants to create an original handmade artwork that connects Mathematics to an annual theme in a visual and innovative way.
The learners were presented with the challenge of interpreting this equation:
This creative problem-solving task aims to develop skills that are considered essential for job seekers in the Fourth Industrial Revolution (4IR); thus empowering and preparing young South Africans for their future.
Entrants are given an opportunity to share, in their own words, more about their mathematical and creative processes by answering three questions which are an important component of their competition entry.
In its fourth year, this National MathArt Competition forms part of the Govan Mbeki Mathematics Development Centre’s broader strategy to advance STEAM education in teaching and learning in South Africa.
Please use the link to view a video of the all gold, silver and bronze awards: https://youtu.be/Ru305Nq6ptM
Learners submitted a photograph of their artwork, and their answers to three questions online earlier this year in March and April.
After a preliminary selection process, entries were judged for mathematical integrity by an online panel of mathematics judges. Where the maths was evident, correct and integrated with the work, entries proceeded through to a second round of online judging by a diverse and interdisciplinary team of experts for consideration of the work as a whole.
The top submissions were declared semi-finalists of the competition, and the physical artworks were requested to be couriered to us in Gqeberha where they were judged by a final judging team.
The GMMDC were extremely encouraged by the level of entries they received as a whole to this year’s competition, and would like to invite learners and educators to continue to partner with them in future to approach Mathematics education from this unique perspective, including art as part of STEAM education. There are plans afoot to exhibit some of the artwork in Finland later this year.
Mrs Lynda Leibbrandt – Snr Art & Design / GMMDC
The Counselling Corner
Since the start of Term 3, we have been taking a closer look at our mental health, with the aim of raising awareness of the importance that our psychological well-being plays in our overall quality of life.
What does ‘mental health’ mean?
Mental health refers to a person’s overall psychological and emotional well-being. It encompasses how individuals think, feel and behave, and it impacts how they handle stress, cope with challenges and make decisions in their daily lives. Mental health is essential for one’s ability to function effectively, maintain healthy relationships and adapt to the ups and downs of life.
Why focus on mental health at HIS?
- Focusing on mental health is vital for individual, school, societal and global well-being. It promotes a holistic approach to health, enhances personal development and contributes to building more resilient, compassionate and productive communities.
- Overall Well-being: Mental health is a fundamental aspect of overall well-being. It affects emotions, thoughts, behaviours, and the ability to cope with stress and challenges.
- Productivity and Functioning: Improved productivity and functioning in various aspects of life: better able to concentrate, make decisions, manage relationships and perform effectively in their studies.
- Physical Health: Mental and physical health are closely interconnected. Poor mental health can contribute to physical health problems such as cardiovascular diseases, immune system dysfunction and chronic conditions like diabetes.
- Reduced Stigma: Focusing on mental health helps to reduce the stigma associated with mental illnesses.
- Prevention and Early Intervention: Addressing mental health issues early can prevent them from escalating into more severe conditions. Promoting mental health awareness and providing resources for early intervention can help pupils develop healthy coping mechanisms and resilience.
- Social and Community Impact: A society that prioritises mental health is likely to have healthier communities. When individual pupils have strong mental health, they are better able to form positive relationships, contribute to their communities and engage in meaningful social interactions.
- Economic Impact: Poor mental health can have significant economic consequences due to decreased productivity, increased absenteeism and higher healthcare costs.
- Long-term Personal Development: Good mental health is essential for personal growth and development. It fosters self-esteem, confidence and the ability to set and achieve goals, contributing to a fulfilling and meaningful life.
- Resilience to Challenges: Strong mental health provides individuals with the tools to navigate these challenges more effectively, bouncing back from setbacks and maintaining a positive outlook.
- Global Impact: Mental health is a global concern. By prioritising mental health, societies can work towards reducing the burden of mental illnesses on a global scale, fostering greater empathy, understanding and support for individuals everywhere.
• Manage and express emotions in a healthy way.
• Cope with stress and life’s challenges effectively.
• Maintain satisfying relationships with others.
• Make realistic and positive decisions.
• Have a sense of purpose and fulfilment in life.
• Adapt to changes and transitions.
• Maintain a balance between work, leisure and rest.
How do we plan to raise awareness at HIS?
Each high-school year group will oversee the mental health topic they have been assigned. Their role is to do research on their topic and create awareness and intervention material which will be displayed on the high school notice board. The board will be interactive and include facts about the awareness topic, how to recognise influences and symptoms of said topic, how to get help, manage symptoms and words of encouragement.
Topics we will engage with include:
• Depression and anxiety (July- Y12)
• Bullying (August – Y9)
• Substance use/abuse (September – Y8)
• Self-esteem, self-awareness, identity (October – Y11)
• Eating disorders (November – Y10)
• Self-harm and suicide (10 September)
Our aim?
- The aim of our mental health awareness campaign is to promote understanding, acceptance and open dialogue about mental health issues within the school setting.
- We aim to raise awareness, reduce stigma and provide accurate information about mental health conditions, treatment options and available resources.
- The ultimate goal is to create a more compassionate and supportive school environment for our pupils experiencing mental health challenges and to encourage pupils to seek help when needed.
We hope you, our parents, will support this worthy campaign and help us raise the necessary funds.
You are welcome to contact me with any inquiries, comments or discussion topics you would like to see in The Counselling Corner. inge.smit@iesmail.com
Until next time. Keep well!
Mrs Inge Alberts
Dylan Lewis Studio and Sculpture Garden
On Tuesday, the 15 August, our Year 10-12 Art & Design students headed off early to Mulberry Farm in Stellenbosch where the Studio and Sculpture Garden of the artist, Dylan Lewis is situated. The area is a mix of tame and wild, with the artist having created a mystical garden that explores the Jungian notion of ‘the wilderness within’. The project was started in 2009 when Dylan began excavating and contouring the land, his ‘canvas’. There are 60 sculptures situated along the carefully considered four kilometres of path in the seven-hectare garden and the recommended hiking route about two kilometres, that conceals and reveals each work as one moves from one area to the next.
The outing was of particular interest to the group in terms of the prescribed Gallery/Studio visits – to take additional primary source photographs for Coursework, inspiration for the Externally Set Assignment and research (especially for those working on Personal Investigations – for their A levels) as well as the creation of sketches on site.
Dylan Lewis, born in 1964, hails from an artistic family, beginning his career as a painter, but later turned to sculpture, inspired by his father’s untimely death and love for sculpting the bird form. Widely recognised as one of the world’s foremost sculptors of the animal form, Dylan initially focused on the big cats; in recent years, he used the human figure to explore our relationship with our inner wilderness. His international career spans two decades and includes exhibitions in Paris, Sydney, Toronto, Houston and San Francisco, as well as exhibitions in London, where he is among the few living artists to have held solo auctions at Christie’s in London. Sculpture certainly seems to be in the forefront worldwide currently, and we were fortunate to see some of Dylan’s pieces being cast and finished at Strand Castings on our recent visit to them last term. We are extremely privileged to have access to a multitude of creatives and venues to explore and inspire in our very midst!
Our appetite was first wet by the amazing drawings, paintings and sculptures in the Old Studio. Individually armed with maps, we had a quick orientation session in the lounge area and then set off on our bracing, independent, early morning hike through the gardens – which should take approximately anything from forty five minutes to one and a half hours at a leisurely pace if reading up about the thirty nine areas of interest, stopping to take pictures and navigate the boulders whilst crossing the various streams. The area is divided into: Paintings, Birds, African Animals, Big Cats, Leopard fragments, Human Torsos, Early Female Figures, Shamanic Female Figures, Shamanic Male Figures, Monumental Fragments and Recent Sculptures.
It was a crisp, fresh, gusty morning and the wonderful green, earthy smell of indigenous vegetation (fynbos, buchu, ericas) and the dappled early morning light made it quite a magical experience as we approached each twist and bend en-route, wondering what enchanted mythical, magical or wild creature we would next encounter along our winding pathway.
We had a short refreshment break at the Old Store Room, offering delicious coffee, tea and cake on the way back and then returned to the Studio to examine the various artefacts, books, drawings, paintings, sculptural work and remnants of castings – a perfect time to draw, take notes, work through the worksheet and reflect upon the magical journey. Sadly, it was time to leave, but no doubt we will be back for a further enchanting visit.
Mrs Lynda Leibbrandt, Snr Art & Design Teacher.
Below are some of the students’ reflections shared in response to our visit:
Arella, Year 10 – I enjoyed the scenery. It was spectacular! I also enjoyed how there were different sizes of sculptures. I was inspired by the sketches that he did and the style of sketching that he used.
Ben, Year 10 – I think the location of the garden and sculptures was a breath of fresh air as it was a new experience for me as well as being my first outdoor gallery inspection. My favourite part of the trip was the animal sculptures in the garden, especially the feline inspired ones. It was like walking through a reserve!
Imitha, Year 10 – It was a unique experience because I had never been to an outdoor gallery before. Along with the fact, I quite enjoyed the composition of the sculptures and the different types of materials used to manufacture them. My favourite part was the small area with the different paintings of landscapes. I loved the old farm cottage feel with all the stone and use of natural elements.
Gloria, Year 11 – I really enjoyed walking through the garden and looking at all of the animals – it almost felt like they were alive! I also managed to take quite a few photos for my exam topic: Walking Through.
Milla, Year 11 – The garden along with the sculptures went beautifully together, the scenery worked together well and the sculptures inside where the sketches were was interesting to see together and the thought process behind his sculptures just from the sketches. It was a lovely experience altogether.
Jensen, Year 11 – The garden and building were tranquil and serene. His art works and sculptures were unique and displayed his skill and his thought process. The placements of his artworks are complimented by the foliage in the garden and the light that he chose for that area. The architecture of the old building combined with the architecture of the new building, the Pavilion, near it was all spectacular. I would love to attend again and spend more time there.
Zoey, Year 11 – It was really cool to walk through the garden and see all of the sculptures there. It was really fascinating and interesting to see and it gave me a lot of inspiration for my artworks. The garden itself was beautiful and kept up well and overall it was a great experience.
Isabell, Year 11 – I really enjoyed walking through the peaceful atmosphere of the garden and looking at the sculptures. Personally I really enjoyed looking at the different paintings and their mediums.
Sibo, Year 11 – I like how the artist’s work is spread out on a huge “canvas”. One sculpture is further than the next and it makes my entire time there feel like a sort of adventure or journey. Some were placed among the flowers and trees and seeing the sculptures felt like I was seeing real animals enjoying their habitats. You can really see the artist’s personality on the canvas and sketches, especially the sculptures.
Keenan, Year 12 – The visit to the Dylan Lewis Sculpture Garden was an eye opening journey through the works of an amazing artist. It lit a new fire and appreciation within me, and made me rethink the relationship between art and nature. Lewis’ incorporation and placement of his sculptures in appropriate natural settings, made it seem as if the sculptures themselves were naturally creating a scene, almost like a dance between manmade handwork and the natural beauty of the African environment.
Ineke, Year 12 – I liked how he used the natural world as part of his sculptures instead of working around the beauty of nature, as well as the mechanical, rigid and rough design of the sculptures which is in direct contrast to the delicate and almost subtle look of the plant life.
Senior Art & Design – Fumation / Smoke Painting
Some of our Year 11 and 12 students had great fun this week experimenting with smoke painting – a soot, candlelight and burning technique that captures interesting shapes and tones that almost seem to dance and flicker across the paper.
We had initially seen the series of works of missing children by local artist, Diane Victor: “The technique embodies the situation extremely well, missing children becoming ephemeral ghosts, flickering into life and fading back into the soot they are made from.” This inspired us to research further and discover that the father of smoke painting is Mexican / German artist, Wolfgang Paalen, who in the late 1930s often embellished his work (The Messenger,1941), emphasising images and shapes using several thin layers of oil paint or acrylic, whilst some artists use charcoal, gouache, coloured pencils and oil pastels. A technique that was presumably discovered by our early cave dwellers, some 40 000 or more years ago and re-discovered and adopted by us later on.
Salvador Dalí (Autumnal Cannibalism, 1936) also used smoke painting (or sfumage, as he coined it) on canvas and wet oil paint in his surreal style of artwork – a variation we still need to try.
It was Stephen Spazuk who demonstrated his smoke and direct facial transfer technique that inspired and left our students, Milla and Keenan’s model, Lene, all black and sooty whilst creating a self-portrait and portrait profile study. Spazuk’s most recent and disturbing series, Ornithocide, features live and dead birds juxtaposed with various man-made devices designed to kill insects, and leaves us questioning the threat we pose to the planet and living systems, including ourselves, as we poison insects, to seemingly cleanse our homes and protect our crops.
It was also fascinating to see Sheila Gallagher’s work – she painstakingly combined numerous cut stencils she had made to mask, smoke and create a life-sized rhinoceros work of art.
Keenan also experimented with another subtractive version of the technique – removing areas of soot with a putty eraser, adding extra details where necessary. This style of work needs to be handled carefully and fixed by applying a charcoal-fixative spray, whilst safety measures obviously need to be taken into consideration whilst creating the works of art.
Mrs Lynda Leibbrandt, Snr Art & Design
2023 Journey – Part 3
After our Year 10 Journey assembly, where our students shared their stories of the Journey with the rest of the high school, a deeper reflection was shared with the parents at our JourneyGet2Gether where everyone is invited to share a meal and watch a video compilation of all the photos. Enjoy reading some more excerpts of their reflections in this final installment.
“Because I was new to the school, I went into the Journey sort of alienated but soon everyone warmed up to me. Some started to see me as a friend but most saw me as a brother. In Johannesburg I had known my friends for many years so the most important thing for me during the Journey was to make meaningful connections with the people around me. And now looking around me, I can say that I have achieved that.
Journey, as an overall experience, was amazing. But don’t misunderstand what I mean. During Journey you realise that your highs are high and your lows are low. But by about day six that all changed. The highs, the socializing after that day’s hike, and the lows, all the walking we did, started to mix and there started to be no bad times.
Some of my highlights were cooking for everyone and spending time with my no-longer friends, but family.
On day three we walked 25km on the beach and that was the worst day of Journey. As we all remember, towards the end of the walk Zane and Ronan didn’t want to tell us how much longer there was to walk and we all collapsed on the ground on the side of the road because we could not walk anymore. But arguably, that day taught us the most about ourselves.
Journey teaches us that although there are physical mountains to climb, the first mountain you have to climb is the one in your mind. During Journey, I watched as the people around me grew mentally and changed into better people and it was amazing! I hope that I have changed for the better.
Truth be told, I don’t think I could have completed the Journey by myself, therefore I can confidently say that because of the people around me, including Ms van Zyl and Mr Kotzee, I completed Journey.”
– Kiyan Govender
“The Journey, for me personally, was an escape from reality where I discovered new things about myself and my classmates. I learnt not to take aspects of my life for granted such as family, books, a warm bed and a good hearty meal. I’ll admit in the beginning I had my resistance and an attitude for giving up but as the days went by I didn’t mind all the hiking, sore feet and heavy bag. Despite an injured knee, I persevered until I reached the finish line and I was so happy to see my best friend in the entire world, my mother.
Some friendships grew stronger, unbreakable bonds were built. I felt comfortable sharing pieces of myself because I knew I could trust these people. In short, the Journey was an adventure, one where you had no limits to be yourself, discover foreign grounds and learn to have gratitude and love for the people around you. I would not change the fact that I got injured because it helped me realise that I’m brave, courageous and that I’ll do anything to succeed and not let imaginary limits stop me.”
– Imitha Mhlungu
Ms Terena van Zyl, High School Teacher
Read More