From the Principal

An Exquisite Celebration of Musical Brilliance – 'Chicago' 

We have had a great start to Term Three, albeit a very chilly one! I hope many of you got to see our magnificent musical production of Chicago staged at the Orange Civic Centre last week.  It was superb and all those involved should be immensely proud of themselves. Kinross Wolaroi has such a strong reputation for the outstanding quality of our performing arts and the musical is always a highlight on our calendar.  This year’s production has added greatly to this reputation and Chicago must go down as one of the best we have done.

The level of performance was incredibly professional. The choreography, acting, singing, music, costumes and stage set were of the highest standard.  The hundreds of hours dedicated to rehearsal and preparation certainly reaped great rewards.  It was an excellent lesson in how hard work, perseverance, dedication, the ability to constantly learn from your mistakes and a determination to do better are the ingredients for success.

Our cast and musicians demonstrated this so clearly and the result was an absolutely amazing production.  Such an approach to any area of endeavour, in or out of the classroom, will see one achieve their personal best and reach one’s potential.

I offer my warmest congratulations to all those involved in the production.  To our wonderful cast, our musicians, to those supporting behind the scenes, and to our exceptionally hard working, talented and dedicated staff.  Special mention must be made of our gifted and inspirational Director, Ms Alex Dunkley.  Thank you for bringing this marvellous production together and for inspiring and encouraging our students and staff.

To all involved congratulations and thank you.  You should all be immensely proud of your achievement, your School and families certainly are!

The Performing Arts' Vital Role in Education

The performing arts hold a unique and transformative power in the holistic education of school students, offering a myriad of educational benefits that extend beyond traditional academic learning. By integrating performing arts into the curriculum, students can experience significant social, emotional, and creative growth, all of which contribute to their overall development and wellbeing.

Social and Emotional Benefits

One of the most profound impacts of the performing arts is on students' social and emotional development. Participating in activities such as drama, music, and dance requires collaboration, fostering a sense of community and teamwork among students. This collaborative environment helps students develop essential social skills such as empathy, communication, and cooperation. For instance, when students work together to produce a musical, they must listen to each other, share ideas, and support one another, thereby building strong interpersonal relationships.

Emotionally, the performing arts provide students with a safe space to express their feelings and explore different aspects of their identities. This emotional exploration can lead to greater self-awareness and emotional intelligence. According to a study by Catterall, Dumais, and Hampden-Thompson (2012), students who engage in the arts are more likely to demonstrate higher levels of emotional regulation and resilience. These skills are crucial for navigating the challenges of adolescence and beyond.

Creative Benefits

The performing arts also play a crucial role in fostering creativity, a skill that is increasingly valued in the 21st-century economy. Through the arts, students learn to think outside the box, approach problems from multiple perspectives, and develop innovative solutions. For example, in a music or drama class, students might compose their own pieces, which requires them to use their imagination and creativity. This process not only enhances their artistic skills but also their ability to think creatively in other areas of their lives.

A study by Burton, Horowitz, and Abeles (1999) found that students who participated in arts education programs showed higher levels of creative thinking compared to their peers who did not. This increased creativity is not limited to the arts but extends to other academic subjects, enhancing overall cognitive development.

Confidence and Communication

Involvement in the performing arts can significantly boost students' confidence and their ability to communicate effectively. Standing on stage and performing in front of an audience requires a great deal of courage and self-assurance. Over time, students who regularly participate in performances become more confident in their abilities and less fearful of public speaking. This newfound confidence can translate to other areas of their lives, including academic presentations and social interactions.

Furthermore, the performing arts teach students how to express themselves clearly and persuasively. Whether delivering a monologue, singing a song, or dancing, students learn to convey emotions and messages to an audience. This practice in communication is invaluable, as it helps students articulate their thoughts and feelings more effectively in everyday situations.

Research Support

Several recent academic studies have highlighted the benefits of the performing arts in education. For instance, the study by Catterall, Dumais, and Hampden-Thompson (2012) demonstrated the positive impact of arts education on emotional and social development. Another study by Burton, Horowitz, and Abeles (1999) highlighted the enhancement of creative thinking skills through arts participation. Additionally, a more recent study by Moga, Burger, Hetland, and Winner (2000) found that engagement in the arts positively affects students' cognitive abilities and academic performance.

School Enjoyment Fosters Life-long Learning

The enjoyment of a holistic school experience, encompassing both academic and co-curricular pursuits, is a key contributor in generating the desire for lifelong learning. This holistic approach fosters well-rounded development, nurturing both intellectual and personal growth, which extends beyond the classroom.

A study by Eccles and Roeser (2011) explores how involvement in varied school activities positively impacts students' attitudes towards learning. They found that students engaged in both academic and co-curricular activities exhibit higher levels of intrinsic motivation and a sustained interest in learning. The study emphasizes that enjoyment derived from diverse school experiences promotes a continuous desire for knowledge acquisition.

Additionally, Fredricks and Eccles (2006) highlight the importance of extracurricular involvement in developing lifelong learners. Their research indicates that students who participate in co-curricular activities, such as sports, arts, and clubs, alongside their academic work, report greater enjoyment and satisfaction with their school experience. This positive engagement translates into a lifelong enthusiasm for learning and personal growth. These studies underline the significance of a balanced school experience that integrates academic rigor with co-curricular engagement. 

The performing arts are an essential component of a holistic education, offering significant benefits in social, emotional, and creative development. They help students build confidence, improve communication skills, and express themselves in meaningful ways. By integrating the performing arts into the school curriculum, educators can provide students with a well-rounded education that prepares them for success in all areas of life. Enjoyment in this holistic educational context fosters a love for learning that persists throughout life. Schools such as Kinross Wolaroi that promote diverse and enjoyable learning experiences not only enhance academic achievement but also cultivate a lifelong passion for continuous learning and personal development.

*A bibliography can be viewed at the bottom of this page.

Australian Schools Rugby Selection

Over the holiday break Oscar Cleary (Year 11) competed in the Australian Schools Rugby Championships representing NSW.  I am delighted to inform you that Oscar has been selected in the Australian Schools Rugby Team to play Fiji later in the year.

Australian Schools Swimming Championships

Great news from the Australian Schools Swimming Championships: As members of the NSW team, Chloe McGilvray (Year 11) and Sienna Whalan (Year 12) won bronze medals in the Medley relay.  Other results include:

• Lara McGuigan (Year 11) placed 4th in the 100m Breaststroke
• Chloe McGilvray (Year 11) placed 6th in the 50m Freestyle

Japan Rugby Tour

The recent Rugby Tour to Japan (9-18 July) was a very successful sporting and cultural experience for our senior boys and girls rugby teams.  I have received several reports from the public noting the excellent behaviour of our students and the fine leadership of our Staff.  Please see an example below:

I am writing to you to express my deepest appreciation for the outstanding conduct and exceptional kindness of one of your staff members, during a recent flight from Japan to Sydney.

On our journey, my daughter and I were passengers on the same flight and one of your staff members, a teacher of design and technology, went above and beyond to assist us with our luggage on the journey. Their kindness and willingness to help were truly appreciated, and we are grateful for their generosity and consideration.

I was incredibly impressed by your teachers professionalism, compassion, and dedication, even in a non-school-related setting. Their actions exemplified the values of empathy and goodwill that are undoubtedly instilled within the school community, reflecting positively on the school's ethos and commitment to fostering a caring and supportive environment.

I also encountered some of your students at the airport prior to departure and on the flight and they were extremely polite and well behaved and when asked about their tour happily informed us of the tour and the games.

Thank you once again and I am grateful for the opportunity to witness such admirable behaviour of your teachers and students during our journey.

Congratulations to the touring squad for being such fine ambassadors for our school.

Annual Ski Trip

It is a highly enjoyable experience for our students to participate in the annual School ski trip held over the holiday break.  I have had great reports of their experience.

Alumni Rowing Successes

Australian Under 23 VIII

Congratulations to Lucy Searle (2023) who has been selected to represent Australia in this National Crew.  Lucy continues her University studies on a very attractive Rowing Scholarship in the United States.

Rowing Australia Celebrates New Bursary Recipients on their path to Olympic Dreams

Isabella Scammell (2021) is the first recipient of the Flavia Gobbo OAM Bursary, a significant boost for Bella in her pursuit of rowing excellence. 

Bella, a member of the Sydney Rowing Club and recent member of the U23 Women’s Four, is thrilled with the opportunity. 

Since her first row at Kinross Wolaroi, Bella’s dedication has only intensified, driving her toward her ultimate goal of representing Australia at the 2028 Los Angeles Olympics. 

On being awarded the bursary, Isabella said, “This bursary not only supports my current endeavours but reinforces my future aspirations in rowing and beyond.”

The bursary aims to cultivate the Australian champions of tomorrow, ensuring they have the resources needed to succeed on the international stage.

Bibliography

Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. (2012). The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies. National Endowment for the Arts, Washington, DC.

Burton, J. M., Horowitz, R., & Abeles, H. (1999). Learning In and Through the Arts: The Question of Transfer. Studies in Art Education, 41(3), 228-257.

Moga, E., Burger, K., Hetland, L., & Winner, E. (2000). Does studying the arts engender creative thinking? Evidence for near but not far transfer. Journal of Aesthetic Education, 34(3-4), 91-104.

Eccles, J.S. and Roeser R.W. (2011). Annual Review of Psychology, 145-173.

Fredricks, J.A. and Eccles, J.S. (2006). Journal of Educational Psychology, 698-712.