Allan's edition No.3 Burgmuller's 25 easy and progressive studies. The book has 35 pages. The book has been covered with a protective black plastic cover. Contents: La Candeur - L'Arabesque - La Pastorale - La Petite Reunion - Innocence - Progres - Le Courant Limpide - La Gracieuse - La Chasse - Tendre Fleur - La Bergeronnette - L'Adieu - Consolation - La Styrienne - Ballade - Douce Plainte - La Babillarde - Inquietude - Ave Maria - La Tarantelle - L'Harmonie des Anges - Barcarolle - Le Retour - L'Hirondelle - La Chevaleresque.books, music

Spiral bound, maroon plastic covered student study planner, issued by Williamstown High School for students in 1999. Also contains information about rules and regulations, uniform, bell times, camps, music programs.williamstown high school, student study planner, 2000

Spiral bound, maroon plastic covered student study planner, issued by Williamstown High School for students in 2000. Also contains information about rules and regulations, uniform, bell times, camps, music programs.williamstown high school, study planner, 2000

Spiral bound, maroon plastic covered student study planner, issued by Williamstown High School for studentsin years 7-10, in 2002. Also contains information about rules and regulations, uniform, bell times, camps, music programs.williamstown high school, 2002

Spiral bound, maroon plastic covered student study planner, issued by Williamstown High School for students in Years 11-12, in 2004. Also contains information about rules and regulations, uniform, bell times, camps, music programs.williamstown high school, 2004, student study planner

Spiral bound, cream cardboard covered, with clear plastic slip on cover, student study planner, issued by Williamstown High School for students in 2005. Also contains information about rules and regulations, uniform, bell times, camps, music programs.williamstown high school, 2005, student study planner

Boyd argues that modern architecture has triggered a necessity for greater harmony between architects and engineers. Boyd describes the architectural qualities of tension structures through an analysis of several case studies including projects by Frei Otto and Boyd's own house at Walsh St. Being a relatively new concept, Boyd criticises the neglect towards smaller buildings in this structural system, and also highlights some of its shortcomings. A 2-page letter from 'Arthur' (surname unknown) at the University of Melbourne's Department of Civil Engineering provides feedback to Boyd on his analyses of the chosen case studies.Original manuscript of article published in The Architectural Review Vol.134, No.801, November 1963, pp. 324 - 334. This draft was returned with covering letter from: ‘Arthur’ (AJF) Melbourne Uni. Dept Civil Engineering. Typewritten (c copy), foolscap, 14 (+2 quarto letter) pagesMinor handwritten editsengineering, tensile structure, master-designer, bernard lafaille, zagreb french pavilion, matthew nowicki, livestock pavilion, frei otto, paul rudolph, florida house, bill irwin, kevin borland, peter mcintyre, john and phyllis murphy, yuncken freeman, sidney myer music bowl, eero saarinen, yale hockey rink, edward d. stone, brussels u.s. fair pavilion, boston arts centre, walsh street, robin boyd, manuscript

1. Musical and linguistic perspectives on Aboriginal song Allan Marett and Linda Barwick Song brings language and music together. Great singers are at once musicians and wordsmiths, who toss rhythm, melody and word against one another in complex cross-play. In this paper we outline some initial findings that are emerging from our interdisciplinary study of the musical traditions of the Cobourg region of western Arnhem Land, a coastal area situated in the far north of the Australian continent 350 kilometres northeast of Darwin. We focus on a set of songs called Jurtbirrk, sung in Iwaidja, a highly endangered language, whose core speaker base is now located in the community of Minjilang on Croker Island. We bring to bear analytical methodologies from both musicology and linguistics to illuminate this hitherto undocumented genre of love songs. 2. Iwaidja Jurtbirrk songs: Bringing language and music together Linda Barwick (University of Sydney), Bruce Birch and Nicholas Evans (University of Melbourne) Song brings language and music together. Great singers are at once musicians and wordsmiths, who toss rhythm, melody and word against one another in complex cross-play. In this paper we outline some initial findings that are emerging from our interdisciplinary study of the musical traditions of the Cobourg region of western Arnhem Land, a coastal area situated in the far north of the Australian continent 350 kilometres northeast of Darwin. We focus on a set of songs called Jurtbirrk, sung in Iwaidja, a highly endangered language, whose core speaker base is now located in the community of Minjilang on Croker Island. We bring to bear analytical methodologies from both musicology and linguistics to illuminate this hitherto undocumented genre of love songs. 3. Morrdjdjanjno ngan-marnbom story nakka, ?songs that turn me into a story teller?: The morrdjdjanjno of western Arnhem Land Murray Garde (University of Melbourne) Morrdjdjanjno is the name of a song genre from the Arnhem Land plateau in the Top End of the Northern Territory and this paper is a first description of this previously undocumented song tradition. Morrdjdjanjno are songs owned neither by individuals or clans, but are handed down as ?open domain? songs with some singers having knowledge of certain songs unknown to others. Many morrdjdjanjno were once performed as part of animal increase rituals and each song is associated with a particular animal species, especially macropods. Sung only by men, they can be accompanied by clap sticks alone or both clap sticks and didjeridu. First investigations reveal that the song texts are not in everyday speech but include, among other things, totemic referential terms for animals which are exclusive to morrdjdjanjno. Translations from song language into ordinary register speech can often be ?worked up? when the song texts are discussed in their cultural and performance context. The transmission of these songs is severely endangered at present as there are only two known singers remaining both of whom are elderly. 4. Sung and spoken: An analysis of two different versions of a Kun-barlang love song Isabel O?Keeffe (nee Bickerdike) (University of Melbourne) In examining a sung version and a spoken version of a Kun-barlang love song text recorded by Alice Moyle in 1962, I outline the context and overall structure of the song, then provide a detailed comparative analysis of the two versions. I draw some preliminary conclusions about the nature of Kun-barlang song language, particularly in relation to the rhythmic setting of words in song texts and the use of vocables as structural markers. 5. Simplifying musical practice in order to enhance local identity: Rhythmic modes in the Walakandha wangga (Wadeye, Northern Territory) Allan Marett (University of Sydney) Around 1982, senior performers of the Walakandha wangga, a repertory of song and dance from the northern Australian community of Wadeye (Port Keats), made a conscious decision to simplify their complex musical and dance practice in order to strengthen the articulation of a group identity in ceremonial performance. Recordings from the period 1972?82 attest to a rich diversity of rhythmic modes, each of which was associated with a different style of dance. By the mid-1980s, however, this complexity had been significantly reduced. I trace the origin of the original complexity, explore the reasons why this was subsequently reduced, and trace the resultant changes in musical practice. 6. ?Too long, that wangga?: Analysing wangga texts over time Lysbeth Ford (University of Sydney) For the past forty or so years, Daly region song-men have joined with musicologists and linguists to document their wangga songs. This work has revealed a corpus of more than one hundred wangga songs composed in five language varieties Within this corpus are a few wangga texts recorded with their prose versions. I compare sung and spoken texts in an attempt to show not only what makes wangga texts consistently different from prose texts, but also how the most recent wangga texts differ from those composed some forty years ago. 7. Flesh with country: Juxtaposition and minimal contrast in the construction and melodic treatment of jadmi song texts Sally Treloyn (University of Sydney) For some time researchers of Centralian-style songs have found that compositional and performance practices that guide the construction and musical treatment of song texts have a broader social function. Most recently, Barwick has identified an ?aesthetics of parataxis or juxtaposition? in the design of Warumungu song texts and musical organisation (as well as visual arts and dances), that mirrors social values (such as the skin system) and forms 'inductive space' in which relationships between distinct classes of being, places, and groups of persons are established. Here I set out how juxtaposition and minimal contrast in the construction and melodic treatment of jadmi-type junba texts from the north and north-central Kimberley region similarly create 'inductive space' within which living performers, ancestral beings, and the country to which they are attached, are drawn into dynamic, contiguous relationships. 8. The poetics of central Australian Aboriginal song Myfany Turpin (University of Sydney) An often cited feature of traditional songs from Central Australia (CA songs) is the obfuscation of meaning. This arises partly from the difficulties of translation and partly from the difficulties in identifying words in song. The latter is the subject of this paper, where I argue it is a by-product of adhering to the requirements of a highly structured art form. Drawing upon a set of songs from the Arandic language group, I describe the CA song as having three independent obligatory components (text, rhythm and melody) and specify how text is set to rhythm within a rhythmic and a phonological constraint. I show how syllable counting, for the purposes of text setting, reflects a feature of the Arandic sound system. The resultant rhythmic text is then set to melody while adhering to a pattern of text alliteration. 9. Budutthun ratja wiyinymirri: Formal flexibility in the Yol?u manikay tradition and the challenge of recording a complete repertoire Aaron Corn (University of Sydney) with Neparr? a Gumbula (University of Sydney) Among the Yol?u (people) of north-eastern Arnhem Land, manikay (song) series serve as records of sacred relationships between humans, country and ancestors. Their formal structures constitute the overarching order of all ceremonial actions, and their lyrics comprise sacred esoteric lexicons held nowhere else in the Yol?u languages. A consummate knowledge of manikay and its interpenetrability with ancestors, country, and parallel canons of sacred y�ku (names), bu?gul (dances) and miny'tji (designs) is an essential prerequisite to traditional leadership in Yol?u society. Drawing on our recordings of the Baripuy manikay series from 2004 and 2005, we explore the aesthetics and functions of formal flexibility in the manikay tradition. We examine the individuation of lyrical realisations among singers, and the role of rhythmic modes in articulating between luku (root) and bu?gul'mirri (ceremonial) components of repertoire. Our findings will contribute significantly to intercultural understandings of manikay theory and aesthetics, and the centrality of manikay to Yol?u intellectual traditions. 10. Australian Aboriginal song language: So many questions, so little to work with Michael Walsh Review of the questions related to the analysis of Aboriginal song language; requirements for morpheme glossing, component package, interpretations, prose and song text comparison, separation of Indigenous and ethnographic explanations, candour about collection methods, limitations and interpretative origins.maps, colour photographs, tablesyolgnu, wadeye, music and culture

For almost 40 years, Michael Walsh has been working alongside Indigenous people: documenting language, music and other traditional knowledge, acting on behalf of claimants to land in the Northern Territory, and making crucial contributions to the revitalisation of Aboriginal languages in NSW. This volume, with contributions from his colleagues and students, celebrates his abiding interest in and commitment to Indigenous society with papers in two broad themes. ?Language, identity and country? addresses the often complex relations between Aboriginal social groups and countries, and linguistic identity. In ?Language, identity and social action? authors discuss the role that language plays in maintaining social identities in the realms of conversation, story-telling, music, language games, and in education. ?Language and Social Identity in Australian Indigenous Communities? will be of interest to students of linguistics, Indigenous studies, anthropology, and sociology. Contents: 1. Introduction /? Rod Gardner ... [et al.] 2. Michael Walsh : a personal reflection /? Ros Fraser 3. Place and property at Yintjingga/?Port Stewart under Aboriginal Law and Queensland Law /? Bruce Rigsby and Diane Hafner 4. Linguistic identities in the eastern Western Desert : the Tindale evidence /? Peter Sutton Juwaliny : dialectal variation and ethnolinguistic identity in the Great Sandy Desert /? Sally Dixon 6. Who were the 'Yukul'? and who are they now? /? Brett Baker 7. Colonisation and Aboriginal concepts of land tenure in the Darwin region /? Mark Harvey 8. Aboriginal languages and social groups in the Canberra region : interpreting the historical documentation /? Harold Koch 9. The Kuringgai puzzle : languages and dialects on the NSW Mid Coast /? Jim Wafer and Amanda Lissarrague 10. Dawes' Law generalised : cluster simplification in the coastal dialect of the Sydney language /? David Nash 11. Space, time and environment in Kala Lagaw Ya /? Lesley Stirling 12. Turn management in Garrwa mixed-language conversations /? Ilana Mushin and Rod Gardner 13. Laughter is the best medicine : roles for prosody in a Murriny Patha conversational narrative /? Joe Blythe 14. Collaborative narration and cross-speaker repetition in Umpila and Kuuku Ya'u /? Clair Hill 15. Co-narration of a Koko-Bera story : giants in Cape York Peninsula /? Paul BlackMaps, b&w photographs, charts, word listslanguage and identity, language maintenance, language and culture, language and country

The class of '84 – Happily Settled. "Barry Baker has been mixing wheat farming with theological studies for several years. And now from his Rupanyup farm he's moving to Cavendish. He's 48, married with three children. His wife, Helen, married a farmer, and is working through her new role as a minister's wife. Barry is looking forward to going back to the country. He found the five years of study, the first three as a private student, a pretty long drag, although he's immensely enjoyed the privilege of theological study. He considers the ministry will be very much a pastoral one. "I've go to know my people before I can preach to them," he told me. He's interested in cricket and music."B & W head & shoulders photo of Rev. Barry Baker, wearing a skivvy and jumper.C&N identification.baker, barry, theological hall graduates 1984

Depicted are four students who were the 1951 House Captains at Ruyton Girls' School. The photo is an official school portrait, taken outdoors in front of Henty House (formerly Tarring). In the background, we can see two bicycles. The girls are dressed in their school uniforms, comprising a knee-length check-print skirt, dark jumper, light-coloured collared buttoned blouse with a dark tie, wool blazer, stockings, and dark-coloured lace-up shoes. Two of the girls are standing, while the other two are seated on a small concrete plinth. The students have been identified, from left to right, as A. Dickinson (Lascelles), C. Kent (Anderson, H. Cole (Bromby), and E. Duff (Daniell). Student leadership commenced at Ruyton Girls' School in 1906 with the introduction of the prefect system. Prefects had numerous responsibilities—gate duty, grounds duty, classroom marking, assembly door watch, uniform monitoring, and even supervising student detention. In 1947, a dedicated Prefects Room was erected on the east side of the Ruyton Girls' School Assembly Room in Henty House. The prefects system was revised in 1968 with a new leadership structure: there would be a permanent School Captain, Vice Captain and School Sports Captain; six permanent prefects would be elected, and the rest of the Matriculation class would form committees. These included Library, Social Services, S.C.M., Editorial, and Music. In this way, it was thought "that each Matric girl would have a certain amount of responsibility." With this revised structure came a brand new Prefects' Study, located in a former classroom next to the Domestic Science building. Each prefect was allocated one book locker, one clothing locker, "a small share in the heater", plus a new shared lounge. The prefect system was updated again in 1974. All sixth formers would become prefects, or "school officials." This saw the sixth form divided into two halves: one group would be prefects for the first half of the year, then the second group would take the reigns in the latter half of the year. In October 2023, Ruyton announced a new collaborative leadership structure for captains, prefects and house leaders, which would see two students in each leadership role.The record has strong historic significance as it gives insight into the House system at Ruyton Girls' School. In the early 1920s, Ruyton was settling into its new home at Selbourne Road, Kew. At the time, students were arranged by their form (or year level) for lessons and other school activities. A collection of eight emblems and mottoes for each form group was published in the Ruytonian December 1922, although the genesis of each were left unexplained. With enrolments continually growing, Principal Miss Hilda Daniell felt a new basis of organisation would benefit students, giving them a broader outlook and something bigger to work for. She took inspiration from tradition and implemented a House system. The House system was adopted at Ruyton in September 1924 to "provide a new kind of co-operation and competition among the girls, especially in Sport." There were four houses, three of which were named after early Principals: Anderson, Bromby and Lascelles. There was also the School House, initially for boarders only. Some time after the publication of the Ruytonian in April 1928, the School House was renamed Daniell House, and had opened up to day girls. The account published by the newly formed Daniell House in the Ruytonian December 1928 reads, "we are rather bashful in presenting this account of our doings, for we are conscious of our newness. Our house has now the honour of being known as Daniell House." Four of the original eight form emblems were adopted by the new Houses, while the others were discarded. According to former teacher and author of the centenary history of Ruyton, Ms Majorie Theobald, the House system "gave a new focus for all competitive sport, which had previously been organised on a rather inequitable basis." The colours chosen for the Houses were cherry red for Anderson, royal blue for Bromby, gold for Lascelles, and pale blue for School (later Daniell). New students starting at Ruyton from Prep onwards are allocated to one of the Houses with consideration to family connections and balance of numbers. The record's significance is further enhanced by its strong provenance, having been produced by Ruyton Girls' School and donated to the Archives by a familial connection of a former notable student.Black and white rectangular photograph printed on matte photographic paper.Reverse: Caroline Kent / Mary Murray. / 11.12.51. / Ann Dickinson / RGS011/1951/0003ruyton girls' school, ruyton, students, school, senior school, girls school, kew, melbourne, school uniform, prefects, photograph, henry henty, henty house, marion henty, tarring

The photograph depicts nine Ruyton Girls' School prefects and probationers in 1952. The four students standing in the back row are probationers, who have been identified from left to right as M. Hartshorn, C. Kent, J. Hodgson, and M. Morrison. The five students seated in the front row are prefects identified from left to right as E. Macdonald, V. Mummery, H. Cole (School Captain), S. Backhouse, and T. Abson. All of the prefects and probationers are dressed in full Ruyton uniform including knee-length check-print skirts, brown lace-up shoes, dark jumper, white collared button blouse with a tie, and wool blazer. The students are all looking straight at the camera and smiling. The image is an official school photograph taken by Clive Stuart Tompkins. The same photograph appears in the 1952 Ruytonian.The record holds strong historic significance as it provides insight into the history of student leadership at Ruyton Girls' School. Student leadership commenced in 1906 with the introduction of the prefect system. Prefects had numerous responsibilities—gate duty, grounds duty, classroom marking, assembly door watch, uniform monitoring, and even supervising student detention. In 1947, a dedicated Prefects Room was erected on the east side of the Ruyton Girls' School Assembly Room in Henty House. The prefects system was revised in 1968 with a new leadership structure: there would be a permanent School Captain, Vice Captain and School Sports Captain; six permanent prefects would be elected, and the rest of the Matriculation class would form committees. These included Library, Social Services, S.C.M., Editorial, and Music. In this way, it was thought "that each Matric girl would have a certain amount of responsibility." With this revised structure came a brand new Prefects' Study, located in a former classroom next to the Domestic Science building. Each prefect was allocated one book locker, one clothing locker, "a small share in the heater", plus a new shared lounge. The prefect system was updated again in 1974. All sixth formers would become prefects, or "school officials." This saw the sixth form divided into two halves: one group would be prefects for the first half of the year, then the second group would take the reigns in the latter half of the year. In October 2023, Ruyton announced a new collaborative leadership structure for captains, prefects and house leaders, which would see two students in each leadership role. The record's significance is further enhanced by its strong provenance, having been produced by Ruyton Girls' School and donated to the Archives by a familial connection.Black and white rectangular photograph printed on matte photographic paper.Obverse: C STUART TOMPKINS / CAMBERWELL / Reverse: Ruyton / Rawcey Ware (?) / Add to order / no 5488 / & make a / others / Ruyton / [illegible] /ruyton girls' school, ruyton, students, school, senior school, girls school, kew, melbourne, school uniform, prefects, photograph

Depicted are nine Ruyton Girls' School prefects for the 1951 school year. The image is a formal school portrait taken outdoors on school grounds outside of Henty House (formerly Tarring). In the background, we can see three bicycles with cane baskets. The students are all dressed in knee-length check skirts, a dark jumper, light-coloured collared button-up blouse with a dark tie, wool blazers, and dark coloured shoes. Four girls are standing in the back row, and five are positioned in the front row. Students in the back row have been identified from left to right as M. Murray, B. Addison, T. Abson and H. Cole; in the front row, from left to right we can see S. Backhouse, J. Wigg (Vice Captain), F. Jacobs (Captain), E. Duff, and A. Dickinson. The same photograph appears in the Ruytonian 1951. Student leadership commenced at Ruyton Girls' School in 1906 with the introduction of the prefect system. Prefects had numerous responsibilities—gate duty, grounds duty, classroom marking, assembly door watch, uniform monitoring, and even supervising student detention. In 1947, a dedicated Prefects Room was erected on the east side of the Ruyton Girls' School Assembly Room in Henty House. The prefects system was revised in 1968 with a new leadership structure: there would be a permanent School Captain, Vice Captain and School Sports Captain; six permanent prefects would be elected, and the rest of the Matriculation class would form committees. These included Library, Social Services, S.C.M., Editorial, and Music. In this way, it was thought "that each Matric girl would have a certain amount of responsibility." With this revised structure came a brand new Prefects' Study, located in a former classroom next to the Domestic Science building. Each prefect was allocated one book locker, one clothing locker, "a small share in the heater", plus a new shared lounge. The prefect system was updated again in 1974. All sixth formers would become prefects, or "school officials." This saw the sixth form divided into two halves: one group would be prefects for the first half of the year, then the second group would take the reigns in the latter half of the year. In October 2023, Ruyton announced a new collaborative leadership structure for captains, prefects and house leaders, which would see two students in each leadership role.The record has strong historic significance as it depicts a former notable student, Helen Gordon (maiden name Cole), pictured third from the right in the front row. Helen started at Little Ruyton in Prep 1940 and finished Year 12 in 1952 as School Captain, Bromby Captain, Form Captain for Matric, Tennis Captain, Hockey Captain, Swimming Vice Captain, and an award for Best All-Round Girl. She also played baseball for Victoria. After finishing school, Helen went on to graduate from the University of Melbourne as a physiotherapist in 1956. Her first position at age 19 involved setting up clinics with the Victorian Health Department Poliomyelitis Rural division. Helen’s strong ties to Ruyton continued when she held the position of President of the Old Ruytonians’ Association from the start of 1966 to the end of 1967. In 2019, Helen received an Order of Australia Medal for service to community health as a physiotherapist. She was also the recipient of the 2022 Victorian Senior Achiever Award at Parliament House. Helen passed away in July 2023 at age 88. The record's significance is further enhanced by its strong provenance, having been produced by Ruyton Girls' School and donated to the Archives by a familial connection.Black and white rectangular photograph printed on matte photographic paper.Reverse: Felicity Jacobs / Judi Olsen / Ann Dickinson / Bev. Addison / RGS011/1951/0004 /ruyton girls' school, ruyton, students, school, senior school, girls school, kew, melbourne, school uniform, prefects, photograph, henry henty, henty house, marion henty, tarring

Brown cover, blue spine, series of booklets inside representing the 'Course of Study, Primary Schools' Includes course for handwriting, mathematics, health, English, Nature Study, needlework, School library, music. Name written on cover in black text, Education Department Victoria Coat of Arms on top of cover.education, primary, golden square laurel st p.s.

The students from Bulla Primary School were engaging in a variety of creative activities as part of their studies. The activities that they participated in were dancing, drama, singing and instrumental music. The activity in this photograph the children were preparing to lift the coloured banner into the air. It was an activity that involved group cooperation and coordination.This activity engaged the children in group cooperation and coordination.A non-digital coloured photograph of group of children standing in a grassed area, in a large circle while holding onto a large coloured circular banner with an adult supervising the group.creative activities, bulla primary school

This suit was tailor-made for Latvian dancer, choreographer and dance teacher Vija Vetra, who lived at the Old Hall, 93-95 Bay Street, Brighton and ran a dance academy at 97 Bay Street during the late 1950s and early 1960s. Born in Riga, Latvia in 1923, at the age of sixteen Vija ran away from home in order to study classical, character and modern dance at the Vienna Academy of Music and Performing Arts. She spent several years performing on European stages. When Latvia was annexed by the Soviet Union in 1944, more than 100,000 Latvians fled, seeking refuge in neighbouring countries. Vija's sister, mother and aunt were among them, managing to join her in Vienna. The following year, all four had to flee again when the Soviets moved into Austria. Escaping to Bavaria, they spent three years in displaced person camps before emigrating to Sydney as refugees in 1948. Vija found success as a dancer in Sydney. She toured Australia and New Zealand with the Bodenwieser Ballet, formed a Latvian folk dancing group and established a dancing school. By the mid-1950s she had gained recognition as a recitalist in her own right. She developed a passion for Indian classical dance. In the late 1950s she moved to Victoria. She opened a dance school in Bay Street, Brighton, while continuing to perform on stage in productions such as the musical 'Kismet' and the ballet 'Corroboree'. In 1959 she starred in the four-part live ABC television program 'Music and Dance'. She left Australia in 1964 for a tour of the United States and Canada, ultimately settling in New York City. Interviewed in the 'ABC Weekly' in 1957, Vetra described her taste in clothing as minimalist, saying she preferred to own as few clothes as possible to save the trouble of deciding what to wear: "And no bows or extravagances, but always a simple line."Two-piece women's suit made of maroon corded silk; comprising fitted jacket (.1) and straight skirt (.2). Jacket fastens with one large black faceted glass button. Jacket lined with pink satin; skirt unlined. vija vetra, migration, brighton, refugee, dancer, 1940s

This velvet opera cape was worn by Agnes Emmeline "Dot" McCowan (nee Iredell, 1887-1969) to a reception for English aviatrix Amy Johnson in her North Road home in the early 1930s. Amy Johnson achieved worldwide fame in 1930 when she became the first woman to fly solo from England to Australia. Dot was the fourth child, and only surviving daughter, of Dr Charles Lesingham Maynard Iredell and Frances Keziah Iredell (née Hill), both formerly of Regents Park, London. Her parents had arrived in Australia in 1885 after Charles, a medical specialist, lost his money and house in the financial crash of 1880. In Melbourne, Charles established a reputation as an ear, nose and throat specialist and counted Dame Nellie Melba among his patients. Dot was schooled at Fairlight College in St Kilda. After falling from a tree at the age of twelve, she developed curvature of the spine. While recuperating, she took a correspondence course in theory and harmony of music with the Royal College of Music, London. She continued to pursue music after her recovery, ultimately winning an international scholarship to study piano and singing in Leipzig, Germany, but did not take up the offer due to her father's objections. She instead remained in Melbourne, where she put her skills to use as a music teacher. After her first fiancé disappeared at sea, Dot found happiness again with George Drummond. George owned a substantial property in Manjimup, Western Australia, and the couple planned to settle there after the wedding. It was not to be. Like many Australian men, George was killed in action on the Western Front during the First World War. It had become customary in George's wealthy family to give each son's bride a gift of one thousand pounds. Though Dot and George were never able to marry, the family nevertheless honoured the custom, and between their generous financial gift and her own teaching income, Dot was able to buy a well-appointed home at 9 North Road, Brighton for herself and her parents. The house remained in the family for many decades. In 1923, at the age of thirty-six, Dot met and fell in love with Alexander James McCowan. They were married on 28 February 1924; the reception was held in the North Road house.Salmon pink velvet opera cape with a padded collar and long fringe. Fastens at collar with a pair of circular metal clasps engraved with floral designs and accentuated with purple enamel. Silk lining.agnes emmeline iredell, agnes emmeline mccowan, opera cape, 1920s, 1930s, amy johnson

Wes WALTERS (06 August 1928 - 19 August 2014) Born Mildura, Victoria From 1940 t0 1945 Wes Walters attended the Ballarat High School. He then studied architecture at the Gordon Institute in Geelong, followed by art at the Ballarat School of Mines (a division of the Ballarat School of Mines). During his time at the Ballarat Technical Art School (later Federation University Australia) Walters studied under Neville Bunning and Taylor Kelloch, and was awarded the Ballarat Ladies Art Association Scholarship in 1948. He next moved to Melbourne to work as a commercial artist with the George Patterson advertising agency. Each evening Walters studied life drawing at the Victoria Artists’ Society and taught himself anatomy. Wes Walters excelled in both abstract and realist art. He won the Art Gallery of Ballarat’s Minnie Crouch Prize for watercolour art in 1953 and 1956. He won the prestigious Archibald Prize in 1879 for his portrait of Phillip Adams, and the sketch was completed tin preparation for that portrait. Bruce Smeaton (born 5 March 1938) is an Australian composer who is well known for a variety of Australian film and television scores in all genres, including features, shorts, television, documentaries and advertisements.[1] His scores include Picnic at Hanging Rock, Seven Little Australians, Roxanne, Iceman, and Circle of Iron. He has won the Australian Film Institute 'Best Original Music Score' Award for The Cars That Ate Paris (1974), The Great McCarthy (1975), The Chant of Jimmie Blacksmith (1978) and Street Hero (1984, shared with Garth Porter and others). (Wikipedia).1) Portrait of Bruce Smeaton in oil on an unframed stretcher. .2) Charcoal sketch of the head of Bruce Smeatonwes walters, portrait, artist, artwork, bruce smeaton, musician, sketch, walters, alumni, available

A badly damaged and faded green paperback music textbook titled: First Steps in Harmony - a catechism of elementary Harmony for the use of beginners by Minnie Cuthbert L.R.A.M A.R.C.M. It has a preface, contents and index at the front of the book with lessons throughout. The back cover has printed in an ornate design, Theo Bonheur's Standard Pianoforte Tutor. At the back of the book are some advertisements for music books.non-fictionFirst Steps in Harmony book was written by request to assist junior pupils, and those beginners in Harmony who are only able to devote a small portion of time to its study. The book is divided into Lessons.music, songs, lyrics, singing

My practice questions the definition of masculinity, from the position that there is more to the story than the mainstream narrative. My subjects consist of aesthetic beings seen through the lens of the classical principles of shape and form such as danseurs, youths, other ages and shapes. Sometiimes I have exculded faces to emphasize the interesting dynamic line unique to the male shape. Any symbols of sexual politics have been omitted, to concentrate on how the concept of maculinity pays alongside modern notions of beauty. Garth HORSFEILD (19 June 1970 - ) Born Ballarat, Victoria Returning to study after a partially completed degree and pursuing art and music, Garth Horsfield returned to the Federation University Arts Academy where he completed a Bachelor of Visual Arts in 2021. Painted clouds on a blue skydvc art award, alumni, garth horsfield, clouds, sky

My practice questions the definition of masculinity, from the position that there is more to the story than the mainstream narrative. My subjects consist of aesthetic beings seen through the lens of the classical principles of shape and form such as danseurs, youths, other ages and shapes. Sometiimes I have exculded faces to emphasize the interesting dynamic line unique to the male shape. Any symbols of sexual politics have been omitted, to concentrate on how the concept of maculinity pays alongside modern notions of beauty. Garth HORSFEILD (19 June 1970 - ) Born Ballarat, Victoria Returning to study after a partially completed degree and pursuing art and music, Garth Horsfield returned to the Federation University Arts Academy where he completed a Bachelor of Visual Arts in 2021. Portrait of a young man.dvc art award, alumni, garth horsfield, portrait, masculinity, male, men, available