Posted in Learning, Studying, Writing

Postcards … an assignment

Last week was a big one for me.

I submitted my first assignment. The task was to develop a series of four promotional postcards for the town/city in which we live. We had to “photograph places or things that you find interesting”, while the postcards “are aimed to appeal to a youth/young 18-24 demographic, so please create postcards that you believe would appeal to this audience”.

Quandary #1: I’m not 18-24 – how do I know what appeals to that audience?

Solution: I asked my students. They all said “the beach”.

Quandary #2: The beach in Burnie is almost always deserted and taking a photo of an empty beach possibly wouldn’t make an appealing image for an 18-24 year old.

Solution: Go to the beach when surf lifesavers are training.

Quandary #3: Surf lifesaving championships had been held in another part of the state the weekend before, and only a small handful of people came to train on the only day I could make it to the beach.

Solution: Take a photo anyway!

Below is what I came up with. The water doesn’t look very inviting (that’s possibly my projection: I think it’s always too cold to swim in Tasmanian waters), and that could be a mark against me, but I’m willing to take that chance.

We had to include text of some sort and I wanted to keep it simple on the front and leave the explaining to the back of the postcard.

Beach Postcard

As mentioned, we not only had to design the front of the promotional postcard, we also had to design the back. Betty, our tutor, had indicated that the cards were not to be ‘touristy’ and so I decided against having a place for a stamp and a message. I wanted to use the back to contextualise the front. Here’s what I came up with:

Beach-back

Continuing with the beach and ‘come and play’ theme I also photographed the marine creatures that feature on the beach foreshore. These creatures have added extra life to the newly renovated beachfront.

Octopus

Octopus-back

While we were to take a thematic approach and ensure the four postcards were a ‘series’ I decided to have two themes. The second them is ‘make it in Burnie’. Burnie has taken on an identity as the ‘City of Makers’, and I wanted to capture this in my postcards.

Burnie is famous for making paper (although if you know Burnie you’ll be amazed at the absence of a pulp and paper mill), but it also makes other things. There’s a big Caterpillar factory (or a number of them) in the city, but also smaller companies making big machines for export to the rest of the world. Haulmax is one of those companies and while it isn’t technically in Burnie, it’s close enough to be captured within the instruction to take photographs of “your environment and/or its surroundings”. I figured that East Wynyard is a surrounding of Burnie!

Haulmax Postcard

Haulmax-back

I couldn’t discount the importance of paper to Burnie’s history and identity, so on the day before the assignment was due (I’d been in Sydney for the week before, which is why I had to leave it to the last minute!) I visited the Makers’ Workshop to see if I could find some paper.

It’s all handmade now, of course, and the papier mâché sculptures that Pam Thorne makes are amazing, but I couldn’t capture any of them in a way I liked, and, wanting to keep the images simple, I simply did this:

Postcard-paper

I thought I’d get into trouble for moving different piles of paper from their allocated shelves, but if anyone saw me they didn’t take any notice. I put them all back in their right places!

Here’s the back:

Postcard-paper-back

So, my first assignment submitted – on the day before it was due no less!

Feeling pretty happy with myself I re-read the task description.

It said “students must upload regular updates of their design/s. These regular updates are very important – they demonstrate the on-going development of your work prior to final submission. Be advised that if you simply upload work the day before it’s due (without posting any earlier entries or consulting with your lecturer) this will affect your final mark.

Whoops!

Oh well. Even if I don’t get a good mark, I still learnt a lot.

Posted in Learning, Writing

Excitement/trepidation/learning

It’s the end of the first week of semester for me as a lecturer, and almost the beginning of semester for me as a student.

A range of emotions course through me when I allow myself to think about being a student: excitement (yay, I’m going to be learning about writing), and trepidation (I’m going to be learning about writing, and I’ll have to write, and I don’t like writing … except that I do, just not journal articles and conference papers). I read a little from my textbook on writing and realise that I’m doing it all wrong.

I don’t give myself enough time, I expect it to be perfect as I type it, I am impatient for the right words and want them to be the first words that emerge rather than the fifth or seventeenth. I want the ideas to tumble out of me as soon as I sit down to write, and that they will tumble in a logical order. I want insightful, inventive, wow-that’s-an-interesting/humorous/creative/original-way-of-saying-that, phrases and thoughts to roll directly from my imagination to my fingers without the need for agonising over each word, each idea, each choice I know I need to make.

I want it to be easy.

I expect it to be easy.

And then I realise/remember/am reminded that writing is a skill, a process, something to practice and develop, something to take time over, something to learn. And learning is a process – I told my students that last week during Orientation – it takes time and energy and commitment and can be frustrating and challenging and emotional and downright painful. Whoever said learning is fun needs to be sat down and given a good talking to! It isn’t fun. It’s hard. And it’s work. (But obviously worth doing.)

So, I’m feeling in two minds at the moment: me the teacher/me the learner.

As the teacher, I wrote a unit outline for my students, re-worked the learning outcomes, designed the assessment tasks, wrote introductions to each section of the textbook I put together from other people’s works, articulated my teaching philosophy, made my expectations clear, designed my online unit in a particular way (a way that is clear to understand, clear to work through, clear to follow).

Or so I thought.

As a learner, reading a unit outline that someone else has written puts a different slant on the idea of clear. I know what’s in my head (most of the time) and so my unit outline is clear to me. I read it and know what I mean. But I don’t yet know what is in my lecturers’ heads and so I read the unit outlines for the two units in which I’m enrolled and things are not immediately clear to me.

Questions buzz like wasps: where is; what is meant by; when do I; who will; where do I find; how can I; when should I; who should I; how does; why …?

They’re the questions of anxiety which can quickly morph into frustration if the answers don’t come immediately.

There are other kinds of questions though. Questions of excitement and exploration: I wonder how; I wonder who; I wonder when; I wonder what …?

Maybe I should start asking those questions. That would require me to step back, take a few deep breaths, know that I don’t have to do everything (all the readings, all the assignments, all the learning) in my first week.  I can give myself permission to learn rather than to worry; I can take my time knowing that learning will happen if I relax a little, ease the tension, free up some space in my mind from the anxiety and allow the curiosity and excitement I know is there to overtake the fear and trepidation.

There are plenty of things I don’t know in relation to the units I’m studying – but that’s why I’m studying: to find out. To learn. To be in that place of not knowing and know that it’s okay to be there. To know that over time, and with commitment and application, I will know.

Over time

Note to self: learning is a process.

Let the process begin!

Posted in Learning, Writing

Final flower/story challenge day

[Day 7 of seven]

Well, we made it to the end of the week and there have been some terrific stories. Thanks to all those who were brave enough to put themselves out there and write stories, and then post them! Please, if you feel the desire, and you haven’t yet added your contribution, feel free to add your story to any of the days’ challenges. 

Tim asked if I’d write stories too … and I said that I’d post them at the end of the week. Well, that’s today, so here are my contributions.

******

Day One

She emerges from the quiet of the exam room into the gloom of late evening. The silence from inside lingers, deepening her mood of contemplative forgetfulness. Her steps slow despite the urgency to be home. The smell of decay whispers to her. With a jolt she remembers, laughs, tears streaming.

Day Two

She is overwhelmed by it. Ornate, golden, speaking of riches in earlier times. Whispers of those who have gone before float through the centuries and her ears buzz with proclamations, judgements, sermons, debates, messages from afar.  This place stops her breath and, laughing at her clichéd self, she shoots again.

Day Three

She sways inside the open front door, denying his news, rocking as she used to as a young mother. The floor provides a sanctuary she never imagined she’d need. She feels more, and much, much less, than she ever imagined she could.

At the end, just one shot.

Gone.

My only one.

It was the end, and the end, and the end.

Her anguish swirls around the empty hills.

Day Four

She clutches them so tightly they tremble in her fist. Mum says, don’t hold them so tight, you’ll make the petals poo, the leaves leak,and the teacher will think you’re a freaky flower geek. A heartbeat, and they collapse under the weight of shared giggles.

Day Five

She laughed her head off, her knees dancing up a storm. It took the floor right out from under her and she fell, head over heels. He had cast a spell, knocked her socks off, turned her to jelly, blew her mind. She didn’t mind. She was hit by cupid’s arrow and willingly gave him her heart.

Day Six

She stood, holding her head at an unfamiliar angle, trying desperately to keep it on. The ceremony was much more solemn and more formal than she had anticipated and as if on cue giggles rose in her throat. She coughed to stop them bursting forth and walked slowly forward. Soon it would be her turn to climb the stairs, hand her card over, walk across the stage, doff, shake, keep walking. A moment to savour.

*******

Thanks again for your responses and interest.

Posted in Learning, Writing

Flower/story challenge – Day 5

[Day 5 of seven]

Great to see so many taking up the challenge, and sticking with it. I’m thoroughly enjoying reading all the stories and learning about the way people express themselves in this way. I have to admit that I also enjoy posing challenges for you, my valued reader. I’m afraid that I can’t stop being a teacher, and so I will continue to challenge – in an intellectual and creative way.

******

Today’s challenge is a simple one. This flower, called a Red Hot Poker, is actually orange. Can you write a story that purports to be about one thing (a colour, an expression, a gesture, a room, an experience) but is actually about something else?

I’ll give you up to 100 words as that might allow you more scope to develop something that will better reflect today’s boundaries. You don’t have to post your first draft – I know that Stephanie is working on her stories without yet posting (but I’m confident that she will) – so feel free to edit, re-work, re-shape.

Enjoy!

Is this the colour pokers get when they’re red hot?
Posted in Learning, Writing

Flower/story challenge

[Day 2 of seven]

Before I start today’s blog I want to say how impressed I am with the stories that emerged from yesterday’s flower-story challenge. They were diverse, succinct, used the boundaries cleverly, and showed imagination and thoughtfulness. Thanks to all those who created a story, I really enjoyed reading them. 

******

Character.

Plot.

Setting.

These are the three main characteristics of a story. Many authors will develop characters as the starting point of their novels (and some will go to great lengths to learn as much as they can about their characters), some authors will write plot-driven stories (many authors who write for boys will begin with plot – the action of the story). Fewer authors will start with setting, but some do so to great effect – think Nadia Wheatley and Jeannie Baker.

The challenge today, if you choose to accept it,  is to write a 50-word story with one of those characteristics in mind. Which one will you use as a starting point?

Here’s your flower stimulus … have fun!

Standing proud

 

Posted in Learning, Travel

One final post about my trip

Things I learnt while in France, Italy and Germany. 

1. The money is called Euros, not dollars.

2. When crossing the road, look left then right then left again.

3. Despite how it might appear, passengers do not drive cars in Europe.

4. Go for five or ten dollar notes when it takes a while for the amount you just heard to register.

5. They’re called Euros, Sharon, not dollars.

6. Oh. Right. Sure.

7. Take small notes; 50s and higher are frowned upon in most places.

8. Wine is often cheaper than water. Drink wine.

8. Wear comfortable shoes, even if they look daggy.

9. When getting into a taxi do not try to get into the driver’s side. Taxi drivers don’t like it much.

10. The bus will come from the left. Don’t waste your time looking in the other direction.

11. Get into the passenger seat carefully – there is no steering wheel to hang on to on that side.

12. Don’t expect cars to stop just because you’re on a pedestrian crossing.

13. Scooters are able to swerve around you; cars, not so much.

14. Look left Sharon! Then when you get into the middle of the road, look right.

15. Two dollar coins are bigger than one dollar coins.

16. They’re called Euros, Sharon. It’s really not that hard.

17. Don’t take photos in supermarkets.

18. Travel first class on the trains when you can.

19. Latte means milk. Don’t order one if you want coffee.

20. In France yes is oui, in Italy it’s si, in Germany it’s jah.

21. Tea comes black.

22. Don’t get anxious, even if you get lost. Just enjoy the wander/wonder.

23. Take a coat if you’re going to Germany in autumn.

24. Learn how to say bandaids in French, Italian and German.

25. Spending a penny can cost up to a euro fifty.

26. Ha, I got it right!

27. Take a packet of tissues in your bag for the times when the WC is free.

28. Be prepared to walk your feet off. Visit as many things as you can.

29. Be prepared to be overwhelmed. Enjoy the feeling.

30. Take photos of other people when you don’t have your own close by.

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Posted in Learning, Travel

Trains, bidets and Renoir

Trains. Go first class. Not that second class is bad, but go first class.

I travelled first class from Paris to Avignon. When I got to the station, and was starkly reminded of the soldiers with big guns who scarily patrol the stations (and decline to be photographed … no, I didn’t ask, but I saw a man ask and the soldier shook his head in a severe I’ve-got-a-very-dangerous-job-to-do kind of way), I noticed (well, I could hardly miss) hordes of people standing facing the same direction. I searched for the performers, thinking there was a spot of street performance happening, but couldn’t see anything, so searched some more for a reason for people to be standing in a crowd all looking at the same thing.

I followed their gaze and saw that they were looking at the departure board. I wondered why. Not long after, I found out. The voie (platform) the train leaves from is only posted about 10-15 minutes before the train leaves and so you have to watch the board and then scramble for your train (particularly if it’s at the end of the station, or if your carriage is at the other end of the platform).

So that’s one thing I learnt.  Oh, and by the way, ‘voie’ in Italian is binari. Just as I learnt that ‘exit’ in French is ‘sortie’ while in Italian it’s ‘uscita’. It’s a very handy thing to know when you’re on the train station wondering which way to go. When a shop is open in Italy it’s aperto, when it’s closed it’s chiuso (the same goes for biglietteria), and when you have to push the door open you ‘spingere’ it (or in France you poussez – which is good to know when you’re in a tiny cabinet lift and the inner doors open and there’s another door with “poussez” written on it) and if you have to pull the door you “tirare” it.

Anyway, Paris to Avignon. In France the platforms and the trains are the same height, so you don’t have to step up to get into the train. In Italy, il binari are very low and there are three steps to get up into the train. This is a little difficult with a suitcase, a backpack and a handbag. Not impossible of course, just takes a special knack. The conductor – oh yes, that’s one thing I haven’t made it to yet – they have conductors on trains – anyway, the conductor at Pavia station (smoking) helped a man with his (very small in comparison) bag. I heaved mine, being the independent woman that I am, by myself while the conductor and the man he helped looked on. Grazie, for nothing … I said in my head.

Back to the Paris to Avignon train. The compartment was a one way compartment – meaning that you couldn’t walk through it, and it was quiet and felt secluded. ‘The bar’ (of the snack variety) was next door and the toilet was close by. The seats are comfortable and recline in such a way that doesn’t have the person behind you with a seat two inches from their face the way airplane seats in recline do. There’s a footrest and a table that folds down and a little rubbish bin just for you. There’s also space to store your luggage easily. The seats are wide and the headrests are a good size for resting your head.  All in all a very comfy trip.

I was in second class from Ventimiglia to Pavia. The usual three big, narrow steps up to the train. Heave, push, got it. The train is like a Harry Potter train – it has an aisle down the right hand side and little compartments seating six on the left. Each little compartment has a door which you can shut off if you like. Three smaller seats face each other with enough space to play knee-sies with the person opposite. The chairs next to the window have little tables and there’s a little rubbish bin for the fairies who travel on the train. There are two sets of racks above – the bigger rack, for the bigger luggage, is the higher one (about six foot from the floor) and the smaller rack, for smaller luggage, is the closest one (about 1.5 metres from the floor). On the tips of my toes, using my head and my hands, I finally managed to get my big bag on to the big bag rack and then flung my backpack onto the other way. I’m an independent woman, travelling independently.

Unlike the pretty young thing with a tiny bag who got in at San Remo. Spray tanned to within an inch of her life, eyelashes weighed down with mascara, rings and bracelets and things that went jingle jangle when she moved … how long do you think it took the bloke next to me to help her with her bag? Oh about 0.42768 seconds! His girlfriend and I exchanged glances. Yup, we both agreed. He’s a chump.

So there we were. The Russian on my left, the pretty young Italian girl on my right, opposite her an older woman reading from what looked like a University reader and taking meticulous notes, a Moroccan or Algerian lad opposite me, and the Russian’s Japanese girlfriend. There was a ring-ring down the corridor and along comes a man with a cart selling food and drinks. No one bought anything. The Russian man read Russian things on his iPad and took photos of his Japanese girlfriend while she slept. The Italian girl read a love story in Italian and then watched a movie on her laptop. The older woman worked studiously, the Algerian/Moroccan boy listened to wailing kind of music in his headphones, but it was so loud we all listened as well, and the Japanese girl slept on and off. Lots of very long tunnels, and in between the periods of darkness were glimpses of the Mediterranean, beaches and some wonderful houses. Alassio caught my eye – I’d like to have a closer look some day. I travelled backwards until we reached Genova and then forwards from there to Pavia.

First class from Milan to Verona. A lady came around with a trolley and when faced with a blank expression gave me a refresher towelette, perhaps to help refresh my language skills. The drinks and food were free. First class is good!!

Bidets. I didn’t come across them in France but in each of the hotels I’ve stayed in in Italy there’s been a bidet in the bathroom. I have to say … I’ve become a bit of a fan. It’s quite simple really …there’s a plug (with a lever behind the tap so that you don’t have to put your hand in the water to pull it out) and a tap. I found that I didn’t need the plug – it was good just to have the water spraying. I can wriggle around to make sure it sprays all parts and I can control how hot/warm/cold the water is. It’s a good size and as the ones I’ve used so far have been opposite the toilet so I can sit on that while I wash them.

Yes, my feet you goose!  What do you think the bidet’s for?

Renoir. I was walking up corsa Cavour in Pavia yesterday afternoon when I saw a banner advertising a Renoir exhibition. I noted the details and kept walking. I came across the university and was slightly puzzled. It turned out I wasn’t walking up corso Cavour at all, but was in fact walking up corso Strada Nuova (which happens to run at 90 degrees to corso Cavour so you can understand my puzzlement). I went in. To the university that is. It’s nothing like the university of Tasmania. UTAS might be the third or fourth oldest university in Australia, but the University of Pavia was founded in 1361 and there is mention of an institute of higher learning in Pavia in 825! There was a position (a chair, no less) in Italian eloquence in the early 19th century – how’s that for a role! I’ve put up a photo of UP on the Travel Photos page.

So, Renoir. Nothing to do with UP, but it was there I saw the banner. The exhibition was on at the Castello Visconteo, not far from where I was staying. Or so I thought. But it was an interesting walk. The Castello is an ugly building at first sight – it looks like a big (big) barn, but then the more I looked at it the more I grew to like it. There’s another building I came across in my wanders yesterday afternoon and that’s the Duomo, which is a very similar style. I’m not sure if either building has been rebuilt but the castello was originally built in 1361 or thereabouts.

Renoir. On the bottom floor – in the scuderie (the stables) – was the Renoir exhibition. There are signs on the outer walls so that sitting or leaning on the mangers was not allowed. It really was the stables!! A group of children (about 5 or 6 years old) was visiting the exhibition and being given very detailed information about the paintings. I wondered if it explained the amount of time the adults took in front of each painting – they didn’t just glance at it and walk on, they examined each piece, discussing aspects with those around them. There seemed to be a real appreciation for the works, and they didn’t mind getting up close and looking in detail.

When I bought my ticket I was given a little container of coffee and the girl explained that there are coffee machines where I could make myself a cup  of coffee. Mum, they were like the machines at Helene’s last year. I didn’t make myself a coffee of course, but I thought it was a lovely gesture. I then went upstairs to the Museo Civici. It was amazing … no English interpretation so I couldn’t understand any of it, but the rooms were amazing – the frescos, the artefacts … amazing.

I’m now in Verona … and despite (my son) Daniel’s warning of gang violence (between the Montagues and Capulets) I feel pretty safe that there won’t be any biting of thumbs … not by me anyway.

As people in Australia are waking up, I’ll say buona notte. It’s a late one for me!!

Posted in Learning, Travel

Another country, another language to fall over

Don’t know what day it is – in French, Italian or English for that matter. Ventimiglia, Italy.

What a busy few days. Quick wrap up: arrived in Paris; stayed the night; caught the train to Avignon (thanks Dad);now in Ventimiglia.

Now for some details: walked and walked and caught a petit train and walked and walked around Avignon. That was the afternoon I arrived – lost track of time, not sure when that was. The day after I arrived I walked some more, then booked a spot on a walking tour of the Popes’ Palace. There’s so much about Avignon that I didn’t know – I didn’t know the Popes lived in Avignon rather than Rome/Vatican City for around 100 years. A long time ago – starting with Clement the fifth in 1309. During part of that time there was a schism and effectively there were two popes – one in Rome and the other in Avignon.

Anyway, I was filled with information while being guided through the Popes’ Palace, and learnt heaps. Did you know that in the 19th century the military moved into the palace and many of the frescos’ faces are missing because the soldiers cut them off the walls and sold them! If you need more interesting facts, just let me know!

After walking all morning I walked back to the hotel as I had booked a tour to some villages of Provence. I’m so glad I did! After a tour of the Lavender Museum (they don’t have French lavender in France – it’s only called lavender – and it’s only grown in  Provence. All other lavender, like that in Tasmania at the lavender farm, is not real lavender apparently. Anyway, that was very interesting, and then we headed to Roussillon, which was even more interesting. It’s a beautiful town set on ochre cliffs. I put a photo of one of the houses on the Travel Photos page of this blog.

We then headed to Gordes, which is amazing. It just clings to the cliff, which means the streets are very up-and-downy as well as being narrow. Apparently, it’s an ‘in’ village and people with lots of money have bought ‘summer’ houses there. If you have a few spare million Euro, you might consider this the place to splash out on some unique real estate.

We arrived back in Avignon at about 7pm, so time for dinner, then another walk back to the hotel – this time in the dark. Lucky I knew my way by this time. I have to admit that I didn’t stay up late!!

A slowish start this morning, a chat with Tim, and then a quick walk to the Saint Benezet bridge. Another fascinating place – I’ll put a photo up in the Travel Photos page in the next couple of days – but it’s really the history that is so fascinating. Back to the hotel, pick up my bags, and a quick walk to the bus stop to catch a bus to the TGV train station.

We stopped in Marseilles and I’m really glad I took Dad’s advice and stayed in Avignon. The train travelled through one graffiti covered town/city to another, and between the buildings I had glimpses of the Mediterranean.  The Monaco – Monte Carlo train station was big and underground and looked very nice, and then you go straight into a tunnel for what seems like miles, but when you come out, you look back and see Monaco looking beautiful with lots of big boats and cruise ships anchored off shore.

Did I say Mediterranean???  I sure did! It hit me just past Nice that that deep blue stretch of water was, in fact, the Mediterranean. And then I arrived in Ventimiglia.

I am in Italy!!

And I have no idea how to speak, or even understand, the language! It’s made for some interesting ‘conversations’ so far.

I’d better learn quickly though – I’m in Italy for another week.

Posted in Learning, Writing

Lesson #7 (The final lesson)

Today. Burnie, Tasmania. This is the final lesson, the final post about what I’ve learnt over the years. It has been a difficult challenge (Jill, I feel that you’re getting your own back) and I struggled with each post. Every morning I’d sit here, fingers poised on the keys, wondering what to type. I’d make a start, read it, delete it. I’ve just done that five/eleven/fifteen times already with this post.  These words may not even make it to the final post.

What have I learnt? When I ask that question my only response is: I don’t know. I honestly don’t know. I sometimes wonder if I’ve learnt anything at all.

The whisper of an idea, elusive and ephemeral, slips through my mind and is gone. A story hovers nearby, but not near enough to grasp. A learning glistens, tantalisingly close.

****

1977. Bomaderry, NSW. I am a dead woman in Thornton Wilder’s Our Town and am so engrossed in the play, sitting on my chair in the cemetery, that I forget my line. Whoops.

1995. Launceston, Tasmania. Music blares from the speakers outside the door of A024. The classic tune, Funky Town, by Lipps Inc, spreads an energy through the audience, while also keeping them guessing.

It’s third year uni and Ashley and I decide to pair up for our final drama class. The task is to choose a playwright, and perform excerpts from some of his/her well-known plays. We choose The Chairs and  Rhinoceros, two plays by Eugene Ionesco, a Romanian/French absurdist playwright. Desperate, last minute rehearsals see the move from absurdist to absurd and from there it wasn’t much of a leap to funky, hence Lipps Inc setting the scene for us.

Our performance is imaginatively titled The funky side of Ionesco. I pretend not to see the lecturer wince. Ashley and I are more absurd than absurdist, doing Ionesco’s work no favours, but somehow it works. The funk/disco theme continues throughout, pulsing through the tiny auditorium at odd moments as the chairs fill the tiny performance space. Not necessarily rehearsed moments, mind you, but it adds to our brand of absurdity. We finish, look at the audience, and leave to the gentle strains of Wild Cherry.

The audience responds in a wildly enthusiastic manner. Even the lecturer looks impressed.

****

What have I learnt then? I feel like I should be sitting on a porch in my rocking chair, with my knitting on my knee for this bit!

I’ve learnt that sometimes we have to take a risk, we have to think beyond the boundaries that might ordinarily confine us. Forgetting my line in Our Town just meant that someone else said it – the play didn’t stop, the world didn’t end, one of the cast members picked it up and the show went on.

Thinking creatively about Ionesco’s work and being in the moment while we were performing gave an edge to our performance that may not have been there if we were highly polished after hours and hours of rehearsal. Adding that edge might have been possible if we’d been great actors, but we weren’t. Our desperation acted like a piece of apple cutting through the flavour of strong cheese … not something we would have thought consciously about if we’d been more prepared.

****

As I reflect on the stories I’ve told over this past week I notice a consistent theme: there are times in life when we need to spread our arms, hold our breaths and always trust our cape.

****

Thanks to Jill for the challenge, thanks to all those who have tuned in to read my daily posts, and thanks to those who have commented either here or on Facebook. I’ll leave you in peace now, until I begin my new challenge next week (no more posts this week). My next challenge is travelling through France and Italy.

Posted in Learning

Lesson #6

1992. Wynyard, Tasmania. A brochure from the Faculty of Education at the University of Tasmania sat on the counter at the radio station. Two words spoke to me as soon as I picked it up: English/Drama. Before that moment I couldn’t have articulated my passion for either of them. They didn’t fit in the world in which I lived; a world of domesticity on the one hand, and male-dominated sports on the other. Football, soccer, boys basketball, cricket.

But the brochure did more than cause a realisation in me that here were two areas of interest to me. When I read that it was possible to study English Literature and Theatre a rumbling began deep within me.  Over the next few weeks as I pondered whether it was possible, the rumbling became louder until it was a roar in my head. I discovered that it wasn’t possible to not do it. To not enrol. To pass up this opportunity.

Opportunities that allow us to begin, to change direction in our lives, to choose the direction in which we head may not present themselves on a regular basis. They certainly hadn’t for me. I had had no choice in the move from NSW to Queensland, or in the decision to move from Queensland to Tasmania. They were life changing decisions, they changed the direction of my life, but I was not in control of those decisions.

But here was an opportunity to take control, to make a decision. I knew instinctively what my choice was going to be, but my decision also impacted on others. It was a life-changing decision, and it wasn’t only my life that would be changed. It meant yet another move to yet another new place, yet another move away from family – this time my own children. It meant sacrifice – theirs and mine – again.

It meant making a decision that was ultimately selfish. It was a decision that was all about me.

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1993. Launceston, Tasmania. I made the move, began again, and changed my life.

And I learnt.

I learnt that making life-changing decisions means your life changes and you can’t predict the ripple effects those changes have.

I learnt that making life-changing decisions requires courage and resilience and a willingness to sacrifice.

Any new beginning, no matter how big or small, requires us to adapt, to hang on, to allow it to happen (and we never fully realise what ‘it’ is when we first start out).

A beginning is not a moment in time; while it begins with one step it requires more than the first step. Beginnings take time and energy and commitment and desire. We have to want to begin and we have to commit to the messiness that often accompanies a beginning, the messiness of the steps contained within the beginning.

Beginnings lead to new identities. We try them on, test them out, sometimes deny those identities because they don’t fit comfortably with the view we have of ourselves. We often can only see ourselves with the old identity on … wife/mother not student; teacher aide not pre-service teacher. Others see the shiny new identity, but denial is strong. Sometimes we only see that new identity when we’re about to lose it.

Beginnings lead somewhere. They inevitably lead to endings. Beginning a university degree leads to ending a university degree. We might not be able to see that ending when we first begin. It might seem out of reach at the beginning, but the end of that particular beginning means a new beginning.

Beginnings mean journeys. It’s a journey we’re not wholly in control of … the pathway may seem clear when we’re looking at the satellite image, but when we zoom in a little we see a connecting maze of laneways, dead-ends, cul-de-sacs, open spaces. Changing the view to street view means we see the detail up close – letter boxes, flowering shrubs, front yards, driveways. We can get lost in the minutia when we only see through street view and it seems to take an age to move from one block to another. We see the complexity of the journey in a whole new light, and we need spaces/time/semester breaks to step back and re-look from the distance of the satellite.

Big beginnings contain many smaller ones. Beginning school as a five year sets the child on a journey through education that will take many years, but within that big beginning are many other beginnings: beginning a new grade, beginning with a new teacher, with new students, making new friends, learning new rules and expectations, learning new skills that lead to other beginnings – learning that squiggly lines on a page can be interpreted and can lead us into new worlds, new ideas, new imaginings.

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2013. Burnie, Tasmania. Another beginning.