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Travel Diary Carolyn Cross Hardie Fellowship 2005 – 2006 Lincoln

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									                                          Travel Diary
                                          Carolyn Cross
                                  Hardie Fellowship 2005 – 2006
                               Lincoln Center Institute Study Group

Friday, 7th July 2006:
This was our last day in the UK after arriving on June 6. We spent the morning at Linlithgow Palace our
guide was Katrina she was only 12 years old. What an incredible young lady her knowledge of the
Palace was quite extensive. After purchasing some fudge (complete with a highland cow picture on the
package) and the Scottish dog book which matched the Scottish cat book I bought at Mary King’s Close
we returned the hire car to the airport in the three weeks we had the car we managed to drive 3, 843
miles. Edinburgh airport was really quite small! We flew back to Heathrow with British Airways and
transferred by bus to terminal 4 which is where all the international flights leave from. The amusing
thing was we had to fly back over Edinburgh to get to Newark Airport. This was only a short flight (8
hours). As we read the in-flight magazine we discovered that Elvis Costello was performing at the
Beacon Theatre on Broadway when we were there. I have become an Elvis Costello fan after being
introduced to him by Adrian. (My husband)

We were seated at the back of the plane which meant we were some of the last people to disembark;
the airport at Newark had a completely different feel to it than the airports in the UK. Definitely not as
friendly, even thought there is a big sign overhead saying welcome to the United States of America –
the land of the free. We discovered that we hadn’t filled in our forms correctly so we had to fix those
our customs officer was extremely rude as we waited and watched were noticed that each person who
enters the US is photographed and finger printed. We felt a little like criminals! Finally after an hour of
waiting we were through customs. We found our suitcases and thankfully found where Tony Hicks (a
friend of Adrian’s) was waiting for us. We then drove back to Tony’s apartment in New Jersey. The
things that we noticed were the change in the weather and how small Tony’s apartment was. Plus it felt
really weird to be driving on the right side of the road. Tony decided that we should go to the Hamilton
Park Ale house for a drink I must say I was feeling very tired but decided to go. It was 2am US time
when we returned then we blew up the mattress that we were sleeping on.

Saturday, 8th July 2006:
After sleeping until 10am we finally had some breakfast and talked to Tony some more. We took the
PATH train from Jersey City to 33rd Street. We then struggled with our luggage (although we had
downsized to only one suitcase after unpacking all the warmer clothes) from 33rd street we changed to
midtown and got off the train at west 50th and 6th avenue. We walked a long way down 51st street
before finding our accommodation. We walked past Radio City Hall, the Rockefeller Centre and St
Patrick’s Cathedral. We finally found the Pickwick Arms our room was on the 10th floor, when we
opened the door we couldn’t believe how small it was, the room was known as a pod and yes it
definitely was! By this time it was mid afternoon and we decided to find somewhere for lunch we
discovered there was a Pax on the corner and on the opposite corner was Azure, this store had two
very large bain-maries full of hot dishes, salad and fruit plus a deli. As we walked there we ran into
Janet, Karolyn, Jo and Helen. Frank had walked past me a little further down the street. It was very
nice to see some familiar faces. After lunch Tony left and we went back to our room we turned the TV
on to find some news to discover something fairly scary – there had been a bomb scare on the PATH
train the night before we worked out that is why there had hardly been anyone on the trains.

Sunday, 9th July 2006:
Breakfast was a late affair today Adrian had McDonalds as they were also very close to the Pickwick
but he discovered that it really didn’t have much taste. I faired a lot better with some yoghurt from
Azure which I ate in the park over the road from the Pickwick; the park was a secluded spot with a
manmade waterfall and lots of chairs and tables. It was always locked up of a night though. The major
trauma of the day was the discovery that Adrian’s phone was not working eventually we discovered that
it did not charge properly due to the different voltage in the US, this left him without a phone during the
only time we would be apart on our holiday. I was desperate to get my nails done and found a place just
around the corner. It is definitely true that you can find anything you want in New York. I felt very
homesick at this point I was sitting waiting to have my nails done and reading a magazine with an
article about Leatherwood honey in Strahan and the radio was playing a song from Footloose that
Devonport Choral had just staged. We went to the final night performance before we left Tassie. After
my interesting nail experience Adrian and I walked up 5th avenue we looked in FAO Schwarz (this is the
toy store that features in the movie Home Alone), the huge keyboard that kids were dancing on was
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amazing and we were treated to a performance by 2 young men who obviously knew how to dance on
it and play a recognisable tune. I couldn’t resist buying a Dalmatian figurine. We discovered that the 3
story clock tower was missing. We walked past Tiffany and Co. Adrian’s aim was to find “Strawberry
Fields” in Central Park and after a lot of searching we finally found it. We then walked over to the
Dakota which is where John Lennon was shot. After this pilgrimage we found the Dallas BBQ and
finally got to eat!! After this we located the Beacon Theatre to see if we could get some tickets to Elvis
Costello but they were closed. After this we walked over to the Juilliard Adrian took a photo of me on
the steps. I felt happy at least I knew what the building looked like and maybe how to find it! Then we
walked down Broadway WOW, round Columbus Circle, past the Ed Sullivan Theatre (this is where the
David Letterman show is filmed) we got to see the Chrysler building.

Monday, 10th July 2006:
I was awake quite early in anticipation for my first day at the Lincoln Centre. Sunday night I had seen
Tony W and we had decided to meet up with all the other fellowship recipients for breakfast at Pax. It
was here that I discovered that we were walking to the Lincoln Centre – this took us ¾ hour in mostly
very humid weather.

National Educator Workshop: Introductory Level
Workshop leaders: overviewer - Heidi Miller – recently became Program Manager of Teaching Artists
and Strategic Alliances at the LCI. Formerly a Dance Teaching Artist.
Teaching artists – music Teresa Schoendorf and Jerry James – art.

After picking up our name tags which were to act as our passes into each of the buildings we went up n
the elevator to room 321. Room 321 was a dance studio so it was a very large room with mirrors on
one wall and a piano in the corner. We discovered that our group had been split up we were a little
perturbed about that! Jo, Karolyn, Katie and Helen were allocated to a different group. The session
started in a very low key manner; people were happily eating the pastries and drinking the juice
provided. Finally we were given a directive to look at the quotes that were stuck on the walls the quotes
were from Dr. Maxine Green her philosophy underpins the Lincoln Centres approach to Aesthetic
Education. This was the quote that appealed to me “it involves active learning and the making of
meaning. Learners are thought of and treated as human beings on the way, in quest of understanding
and direction, in search of projects by which they may create their own identities”. It was here that we
discovered the term “nice noticing” this became annoying after a while!

Our first workshop was a music one – goody I thought something I can do but it involved a lot of
movement something I am not particularly comfortable with. We had to write down a memorable
incident from a wedding. I had no idea why we were doing this. Then we discussed vocal events –
sighs, cries and laughs and how these things indicate/produce musical elements. We had to order the
sounds that we discussed. I kept asking myself how do I relate this to school. I had a real problem with
the fact that we weren’t identifying the musical elements and using the correct terminology for them. As
Teresa was a singer she was very comfortable with using her voice I am not so I don’t feel so
comfortable so I kept asking myself can I use more vocal work at school?

Our first music performance we attended was – Evolving Traditions – by Frank London’s Klezmer
Allstars. We were given no background information on the performance as I listened I wrote notes. This
was a fascinating performance I have had no experience with Klezmer music, Frank introduced each
piece and gave us some background information. Some of the points I most enjoyed that Frank raised
were the need to broaden your palette to take learning in a new direction. He stated that it is vital to
know the tradition and harmony to follow the chord structure, the use of ornamentation is paramount in
Klezmer music. It is important to know who each player is in the ensemble and use their
strengths/background to the ensembles advantage. One of the audience members ask Frank how he
composes his answer was to “listen, copy, steal it and make it your own!” I liked that idea!

After lunch (which we had to buy) we continued our music workshop. On the wall on more butchers
paper were the following questions
    1) What did you notice?
    2) What questions do you have about the work of art?
    3) What connections can you make between the performance and the music workshop?

It was here that my notes came in handy, the use of minor keys, the wailing sounds the instruments
produced, the use of rhythmic variation, different time signatures …

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After this we finally formed a large circle and introductions were made and attendance was done. It was
at this time that we discovered that there were a large number of Puerto Ricans in our class – some
language barriers Carmen interpreter! LCI did not provide (although Jerry did his best to remember
Spanish)
 We finally got our information packs – it was then that we discovered that we were to hear the same
performance twice and go to the Guggenheim twice – why?

An important part of the Educator Workshops is the formation of study groups – all the Tasmanians
formed a study group (Frank, Tony, Mark, Andrew, Janet and I) we decided that the study group should
focus on what we should present to the government and the Hardie Alumni. We discussed experiential
and discovery learning in preparation for an arts event. The importance of having an arts educator who
is a practising artist in their own right working with students. We discussed how we ease primary
school teacher who are not arts specialists in to arts education maybe write a “course” of support
materials. We need to share resources and build teacher confidence to take on the arts.
Why not have specialist arts schools??
We discussed the need to develop secondary support material as well along the lines of ‘how you might
do that … with your kids’ we need to look at the continuity and coherence of Primary school arts
programs and link them better to high school programs.

After this our last workshop for the day was with Jerry. We had to write about two situations that were
emotional. We discussed responsive painting. We were introduced to the concept of QLA quick loud
applause. Quite frequently in the class we were called on to share our work and so QLA was to show
our appreciation to our class mates! We had to paint our emotions, not so easy!! I am definitely feeling
inadequate.

Monday night we all had dinner on the roof and had a good debriefing session meanwhile Adrian
playing with the Eatontown Municipal Band with Tony. He also managed to get our tickets to Elvis
Costello.

Tuesday, 11th July 2006:
Met at Pax for breakfast walked to Juilliard.

Our morning began with a reflection time and conversation with Heidi. More butchers paper appeared
on the wall and we were invited to write any questions we had on index cards and attach them and
during the week the teaching artists would answer them. We were introduced to the idea of the
Contextual Corner; this was a space in the room that was devoted to providing information about the
work of art. Hurray I thought we can actually place the works in a context and find out some more
information about them. I like this idea.
They introduced us to the basic process that aesthetic education takes:
    •   Experience first
    •   Information (context) later

This offers the students the opportunity to find their own way and whatever other multiple ways there
might be of approaching it. LCI believe that aesthetic education allows for deep engagement.

Our music workshop began with more movement where we had to slide and crumple. (This linked in
with two of the prominent features of Klezmer music). We were given some contextual information
about Klezmer: Dreydlkh – twists/turns/ornaments, Glitshn – slippery/sliding, Kreytshn –groan/moan,
Kneytshn - crumple/fold, Tshoks – swagger/laugh like cackle. We discussed the tonalities that Klezmer
music uses – C E G / F Ab C/ Bb Db F

Our task was to compose a piece that incorporated the Klezmer tonalities the members on my group
were Lindsay (harmonium/voice), Fawn (voice), Katrina (voice), Mark (ago bells) and Janet (voice) I
played drums. We introduced the percussion instruments one at a time with the harmonium played the
chords and the vocalists droning on C G C and Lindsay soloing over the top using lots of slides. This
work was shared to the class. I am beginning to see the connections here!

The next workshop was an art one. We explored the topic of layering by painting!!! We had to work
with marks, shapes and colours. We had paint three or four pictures a daunting task to be faced with a
white piece of paper when you are not an artist and you have to fill it. We had to start one painting the
move to the second then go back to the first and add a layer. In truth I enjoyed watching the others

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around me Katrina was doing this very weird thing painting a banana and smearing it down her page. I
got the concept of layering but I still didn’t thing I can do this thing called painting.

Our next task was to pick one painting (we had to lay them our on the floor for everyone to look at) and
journal our response to it.

Tuesday after lunch we had a group discussion where we focused on what happened in the morning
and the structures that were in place for it to happen. We noted that:
   •    Individual voice is valued
   •    Group work is important
   •    Open ended directions
   •    Choice making
   •    No judged answers, positive response
   •    Prior knowledge was used
   •    Community of learning experiences.

The source is the study of a piece of art work. Students have their own experience with it before
the context is introduced so it has meaning to them.

The planning of lessons has to be layered from simple to more complex.

We moved back into our study groups. We discussed the following points:
      What ascribes value is the shared meaning
      Aesthetic education gives people the conventions to respond personally
      The processes we have been through (particularly the movement and the art work) bought
      home to us how our students feel when they are out of their comfort zones
      In the long term there has to be a movement towards quality, there needs to be a sense of
      skills, how we pattern the learning to develop the skills
      We have an aesthetic / technical paradox
      Maybe we should have more appraisal / deconstruction
      The best way of appraising a work is by making it – this links beautifully with appraising the
      works of others, making aesthetic choices, understanding the social and cultural contexts
      We need to run a week long session for focused arts making to immerse people in depth. We
      need to use teams of people.
      The time is right to reinvest our education connections with the Museums/Terrapin and the TSO
      We need to have a super arts conference including TOSA ASME …

Next was a museum visit to the Guggenheim. We took a taxi through Central Park. What a fascinating
building the Guggenheim is. At the moment the outside is covered as they are working on it. The first
piece we looked at was Jackson Pollack’s “The Mask” we were asked to contemplate the following
questions
   1)   What first jumped out at you?
   2)   What makes you say that?
   3)   Any ideas of how the central figure relates to the rest of the painting?
   4)   What questions might you have that we can’t answer?

We were focusing on multi layering, the use of texture, duality and contrast.

The next painting we looked at was “Untitled” 1951 we were asked to do a movement in response to
the painting. They asked, what are you noticing? Where do you imagine he started? How does the
artist decide when it is finished?

The last painting we looked at with Jerry was Picasso’s “La Moulin de la Galette” again more questions
were used to prompt our thinking. What are some of the stories you see in the painting? What do you
notice? To create a dialogue about the painting three of our class members were asked to act out
sections of the painting. What they were saying / thinking. A fascinating thing happened as we looked
at the painting for a long time it seemed to get lighter. Jerry suggested that we really should spend a
long time looking at paintings so we can really notice them. This noticing thing is really dawning on me
and starting to open my eyes to what really is there!


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When we finished at the Guggenheim four of us got a taxi back to the Pickwick. It was far too hot to
walk.

That evening was the Elvis Costello concert. Adrian and I took the subway up to Broadway Beacon
Theatre which is on the corner of Broadway and 72nd Street. The concert featured Elvis along with Alan
Toussaint and a full horn line up and wow could those guys play! The audience were interesting
though, they were very casual and tended to get up in the middle of pieces to go and get another drink
(beer). The concert featured many tracks from the CD The River in Reverse, most of these pieces
were written in response to the destruction that was caused by Hurricane Katrina in New Orleans. As
usual Elvis gave us value for money. He played for 3 hours.

Wednesday, 12th July 2006:
Met at Pax for breakfast and walked to Juilliard.
The morning’s reflection raised some interesting points, we discussed the value of shared responses,
the fact that we can have our own reaction, but to hear the reactions of others can lead us to see things
differently. We can help each other to see and imagine things. Aesthetics and ambiguity disclose
meanings and the conflicting meanings. Frank raised a very valid point – “arts education has been
about deconstruction but through dialogue we can come to a shared understanding/meaning.”

The first workshop for the morning was visual art. Jerry showed us a DVD on Jackson Pollack. This
allowed us to place his work into more of a context. It was interesting to find out why he works on the
floor – so he could view his work from all angles. A quote that I liked was “I want to express my feelings
rather than illustrate them”. We also watched sections from a video called Pollack which was a
Hollywood film starring Ed Harris.

We then moved into another music workshop where we focused on the Hora. Theresa played us two
versions of the Hora; One which featured the clarinet and the other the violin. We had to feel it in our
bodies and move. We were asked what some of the words to describe the Hora are. We also delved
into major and minor tonality Theresa sang through the first phrase of Twinkle Twinkle Little Star, in a
major key and than a minor key; she changed the notes for little to a minor.

Our next task was to revisit our composition from yesterday and Theresa had paired us with another
group and our job was to steal ideas from their piece. We had to work on this and present it to the
class. We were paired with John, Andrew, Tony and Frank. We decided to steal Frank’s vocal part and
Mark volunteered to sing this.

Our second music performance we attended was – Evolving Traditions – by Frank London’s Klezmer
Allstars. This concert was in exactly the same format as the first one although Frank did give us
different information about the pieces. This time I decided just to listen and to notice what I could. This
is a different experience to what I am used to I consciously tried not to deconstruct the music I just
listened. This was a challenge. There are definite merits to hearing pieces performed twice.
Particularly when you have been given time to place the work in a context and you have an
understanding style of music being performed.

After lunch we continued our music workshop. We were asked to “describe our second experience of
the performance” and “what new things we noticed”. After this we moved back into our composition
groups and we had to decide what we would add because of hearing the performance for a second
time. Our group talked a lot and then decided to add an African rhythm, and have an abrupt ending and
add more intertwining melody lines.

After this we had a whole class discussion on aesthetic education practice. This was illuminating. We
discussed the following four points
    1) Art Making
    2) Reflection
    3) Inquiry
    4) Contextual information.

Art Making
Art making informs our encounters with art. It is a key to aesthetic education. We discussed this
question initially “How did you make art”? (with our voices, bodies, by painting and composing.) We
made choices around the materials in the art form. We discussed the value of collaboration, making
choices and group dynamics. A concern that is still in the back of my mind is “What is the role of
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process based learning in a technical skills based curriculum”? One way … is to use more of a process
based approach to the technical skill. It is important to use multiple modalities to help students
understand.

Reflection
We were asked “What are the different ways you’ve been asked to reflect”?
       Journaling – personal/writing on the walls/contextual corner
       In different sized groups
       On going attitude (taking what we have done here and seeing outside of it)
       Returning to art works and previous experiences
       Sharing response.

Inquiry
Aesthetic education requires the constant asking of open ended questions such as:
        What do you see?
        What’s going on here?

It is important to honour multiple interpretations when questions are answered.

Contextual Information
This is vital as no art work was created in a vacuum!

Our last session on Wednesday was a visit to the resource centre. We were introduced to the Lincoln
Centre website. The focus for us was to research a question that we wanted answered. The resources
in the centre were excellent. It leads me to reflect on the lack of resources that are available for my
students.

Tonight was to be the free New York Philharmonic concert in Central Park but this was cancelled due to
the weather (rain, thunder and lightning). When it rains in New York it really rains. The city does not
seem capable of handling all the water so the subway floods and there is water laying everywhere!
Adrian had come to meet me as we were going to the concert but we decided to go back to the
Pickwick. We went via the subway and discovered two amazing things - all the water and a busker(?)
who had a cat asleep on a cardboard box and a dog who begged right next to the train line. The cat
seemed quite unperturbed when the man picked him up so they could move! We decided to have our
evening meal at a piano bar we had heard Frank talking about. Mimi’s was an experience particularly
when Hunter the piano player arrived. He played his first number with a gold sequinned cape over his
head whilst wearing a three foot gold unicorn horn!

Thursday, 13th July 2006:
Met at Pax for breakfast and walked to Juilliard.

This morning’s discussion focused on:
    •   Aesthetic education as a switch from teachers presenting to students discovering
    •   There needs to be a fusion between discovery and technical skill acquisition
    •   Questioning brings students into the thing they are trying to explore.

Our music workshop began by listing what we had wanted to find out the afternoon before in the
resource centre. Then we were provided with more contextual information by Jacob who was one of
the violinists from Frank London’s group. Jacob performed another Hora for us and answered the
questions we had formulated from the day before, as well as discussing the modes that Klezmer music
uses and the importance of ornamentation. This served to reinforce what we had heard ourselves in
the performances and discovered in the workshops.
- A thought occurred to me wouldn’t it be wonderful if we could incorporate this into the Musica Viva
programmes that visit our schools.

Using Picasso’s “La Moulin de la Galette” we looked at the brainstorming process and how to develop a
line of inquiry. We discussed the process and looked at the following points:
         The work of Art
         Questions
         Contextual information
         Personal/curricular connections
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        Activity ideas
        Possible line of Inquiry
        Key ideas
        Line of Inquiry.

Thursday afternoon we spent some time with our study group. We decided that the key questions that
need to be addressed are:
    •   Why teach aesthetic education? What is the value for a child’s education?

We would like to negotiate with theatre companies, art galleries and museums to spend more time in
schools. We would like museums to align with the Education Department. There is a need for
consultants in each district and they could research for teachers and assist educators.

The next session was the lecture to be given by Dr Maxine Greene. I really didn’t know what to expect.
But her lecture left me with an admiration for her keen mind. Some quotes that I wrote down from her
lecture were:
    •   “Imagination enables you to look beyond the immediate moment”
    •   “Awaken young people to dimensions that the media hides from them”
    •   “Aesthetic education leads to possibilities not predictabilities”
    •   “What happens in that encounter between you and the work of art … when your self meets the
        self of … Rembrandt?”

To finish the afternoon we went to see the theatre performance Much Ado About Nothing by Aquila
Theatre for Young Audiences. This piece had been specially adapted for high school age students and
will be used in the following US school year for schools that are linked with the Lincoln Centre. There
were six cast members and this adaptation was performed in the style of the Avengers. I did not know
the storyline of Much Ado About Nothing but I thought it was an interesting way of approaching
Shakespeare. The use of costumes and music were very bold.

After this performance finished I walked down Broadway with Jo, Karolyn and Helen. We went to the
Marriott and bought tickets to a show called Drumstruck. Jo had been told about this show by a fellow
class member. (One of the first things each class does in the morning is share what people did the
night before). When we went into the theatre each seat had a drum (djembe) on it. The performance
was very high energy, fast paced African singing, dancing and drumming. There were excellent
examples of call and response the leader for each piece would demonstrate the rhythm we had to play
and we would respond. It was 90 minutes of great music which left me with very sore hands! After a
meal at Ellen’s Diner which was on the corner of 44th and Broadway (including singing waiters) we
walked back to the Pickwick.

Friday, 14th July 2006:
Met at Pax for breakfast and walked to Juilliard

This morning we had to meet at the Guggenheim for our second visit. We walked there! We arrived
early so went into the coffee shop and had a Mocha with Janet. When we met up with the others we
discussed the following questions as being crucial being points for ‘deep noticing’:
    •   What’s going on?
    •   What makes you say that?
    •   How/what can you add to that?
    •   Can anyone else add anything to that?

After these questions have been answered the teacher the needs to summarise by saying “So I think I
hear you are saying …”

We then got to look around the museum on our own and find at least two pieces of art that really
appealed to us and to notice as much as we could about them. I find this to be a great experience as it
really highlighted to me how much better I could ‘see’ and then I could also have conversations with
others from the class and we could notice things together. I finally feel like I can go in an art gallery and
feel like I have some idea of why I am there!

Our final art workshop saw us taking off our shoes, rolling up our trousers, putting the paper on the floor
and flicking paint at it a la Jackson Pollack style – this was great fun. I was finally happy with the
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results of my painting, although it is difficult to control the paint when you flick it. We truly got to
understand the layering techniques and the techniques that he developed.

Friday afternoon saw us doing a room cruise; all of art work was hanging around the room, plus the
butchers paper that we had attached questions too as well as the brainstorming on aesthetic education.
We had to fill in two questionnaires. This took a long time and tended to ask the same question several
times.

Theresa and Jerry shared their guiding questions with us. Theresa’s was: “What does Frank London’s
use of melodic ornamentation musical modes and metric accents tell us about the gamut of human
emotions and responses as experienced in weddings and worship?” Jerry’s question was: “How does
Jackson Pollack use line, repetition and a limited palette to create a layered pictorial space embodying
his actions, emotions and concerns?” It was interesting to consider that these questions were the
beginning point of the journey that we had undertaken during the week and that we were only now
seeing the question for the first time.

The afternoon finished with a party – the Tasmanians were the stayers! We got to share cheese, fruit
and wine. Quite a few of our class members had bought along their instruments so we had some great
music from Lyn (sax) Dario (trumpet) plus drumming Carmen and “Boony”. “Boony” was one of the
Puerto Ricans who has a very memorable laugh and a great energy. There was lots of dancing and
many fond farewells. We really did connect with our class members and teaching artists.

I made my way back to the Pickwick and Adrian and I had a meal at a restaurant called “Lasagne” on
2nd Avenue. After this we ventured into one of the cities many Duane Reade stores to discover that
Chocolate Royals are known as Chocolate Whippets, plus we found fig newtons, Whitman’s chocolates
and Skippy’s peanut butter.

Saturday, 15th July 2006:
Today we planned to spend the whole day at MoMA, the Museum of Modern Art. Adrian was very
excited about this as there was a DaDa exhibition on. I was looking forward to it as now I really feel like
I can put my newly found noticing skills to work. Before we left the Pickwick we had a phone call from
Tony H. to let us know as he had been going back to New Jersey from McSorley’s bar on Thursday
night he had been mugged. The “mugger” stole his watch and dislocated his little finger in the process
as well as giving him a black eye.

MoMA was an amazing experience. There are six floors of art work to look at and we started at the
bottom and worked our way up. Unfortunately we ran out of time on the 6th floor which is where the
DaDa exhibition was so Adrian was a little sad about that! We were amazed to discover that you can
take photos on some floors so took some photos of some very famous paintings by Andy Warhol,
Salvador Dali and Jackson Pollack. There are two very big Jackson Pollack paintings at MoMA so that
was very interesting to see his work on large scale.

After the museum closed we made our way to the WTC. We had to take the E train. It is a very
sobering experience. As we walked through the station I felt a real sense of sadness it was only later
that we discovered that part of the train station is built on the site and using some of the existing
structure. It really is just a big hole in the ground now and they are still working on it. Around the site
there are some information boards providing a timeline and some photos from the day. On the other
side of site is a fire station, this station lost 5 of its members on the day. They have a memorial on the
wall of the station to them. This too much for me all I could feel was an overwhelming sense of
sadness. Past the fire station were some boards displaying the plans for the site in the future.

After we finished at the WTC we look the train up to Broadway, we had the intention of going to see
another show but there were very few tickets available. We had a meal at ESPN which is an
experience! This is a sports bar with two big screens on the wall with at least 16 smaller TV size
screens on either side showing every form of sport (the Americans like) imaginable. There are even
TV screens in every cubicle in the toilets! After this we went to Toys R Us. What a paradise for kids
and a temptation for adults who like stuffed animals. I bought a Dalmatian with a very sad expression
on his face as well as a Dalmatian holding a picture frame.

Sunday, 16th July 2006:
The plan for today was to visit Grand Central Station and the Empire State Building. We took the
subway to Grand Central station and took several photos of the iconic four sided clock, as well as
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visiting a wonderful bookshop were we purchased a book that used the lyrics from Billy Joel’s “New
York State of Mind” with beautiful painted pictures of scenes from New York plus a CD of the song in
the back. We also wandered around the markets. We then moved on to the Empire State Building.
The security to get in and the long queues made me wonder if it was really worth particularly
considering I particularly enjoy heights. We took a photo of the building on the street just before we
went in and then the first photo that we took up the top was an hour and ten minutes later! We decided
to buy the “tourist” photo of us with the Empire State in the background; this became one of three
photos of the two of us in the two months we were away. The views from top were amazing and the
audio tour from Tony the Cabbie was very interesting. While we were waiting in line there was
something that momentarily eased our boredom, King Kong appeared!!

After lunch we decided to head down 5th Avenue where I purchased a great pair of shoes and a
bracelet. We walked by the New York Public Library where I photographed Adrian with the lions out the
front. We stopped at St Patrick’s Cathedral to have a look as it was just a few blocks away from the
Pickwick. Another beautiful church and we managed to be there for the very end of a service. We
walked by the remnants of the street market in 3rd Avenue that we had intended to have a look at but
we ran out of time! We decided to go to a comedy club the closest (and the cheapest) was
Dangerfields. Dangerfields happens to be the longest running Comedy Club in the World. It has been
open since 1969! That was an interesting experience; most of the comedians were great.

Monday, 17th July 2006:
Back to school today! For the first three days of this week I am doing the workshop titled The
Capacities of Aesthetic Learning. Katie, Tony, Frank, Mark, Andrew, Janet and Karolyn chose this one
as well. Jo decided to do a dance workshop. Our workshop leaders were Tenesh Webber (visual art)
and Patti Chilsen (theatre). After the introductions were completed we were given a document that
captured the essence of what the Lincoln Centre is all about the Capacities for Aesthetic Learning. The
Capacities of Aesthetic Learning were developed by the LCI for use at the High School for Arts,
Imagination and Inquiry (HSAII) the Institute are the lead partner at the HSAII. The Capacities were
explained to the students at the high as:
    • Deep Noticing
    • Embodying
    • Questioning
    • Identifying Patterns
    • Making Connections
    • Exhibiting Empathy
    • Creating Meaning
    • Taking Action
    • Reflecting/Assessing.

This document finally put a name to all those things we had been doing during the last week. I really
like the idea of “lending the work of art your life” (Maxine Greene) this approach gets the students to
think … to do some really deep noticing. Continuous interaction with the art work is vital.

The art workshop involved us mixing primary colours to find four colours that work together. Then we
had to draw a realistic figure and an abstract figure. Then compare the two once they were hung on the
wall.

As an introduction to the Snow Queen we had to act out a conversation using an incident from our lives
from when things were distorted in front of a partner using our hands as puppets. We had to observe
with the following questions in mind; “What do we hear?”, “What do you notice?” and “What do you
notice about the facial expressions?” Katie and I were partners we had to demonstrate our piece to the
class.

Monday afternoon we attended a performance by the American Ballet Theatre’s Jacqueline Kennedy
Onassis entitled Ballet, Classic & Contemporary. Once again this performance will be one of the
Lincoln Centre’s performance pieces that schools would be studying. This was very interesting all the
dancers were senior secondary age I really enjoyed the work. I have never attended a ballet
performance before and I was surprised at the amount of noise their shoes make! Seeing all these
performances make me envious if only our students in Tasmania could have these opportunities.


                                                                                           Page 9 of 15
After this we moved to our second Maxine Greene lecture. Some of the quotes I wrote down from Dr.
Greene’s lecture were:
“Art works do represent something beyond” “The possibility of many ways of seeing” “Art doesn’t exist
objectively” “encounter, live with, internalise” “art works should keep us awake, provide tension …”
“How comfortable is it to believe there is one perspective”. It truly was an inspiration to hear Dr Greene
speak.

We finished the afternoon with another theatre workshop. Once again I was Katie’s partner. We had to
reflect on the ballet performance and enact an image with our partner as well as moving back to our
hand puppets. We had to take one of our characters and move it to our whole body and then
manipulate our partner, use them as our puppet, noticing the use of voice, gesture and face.

The end of the day saw us reflecting on which of the capacities that were elicited in us during the day.

Once again Adrian met me at the Juilliard bookstore (I bought some great music from here - Brahms
and Weber concertos with accompaniment on CD). We wanted to buy Broadway tickets at the Marriott
but there none available that we were interested in. So we went back to ESPN for tea. As we walked
down to 48th street we saw a film company filming a scene on Broadway. We visited Sam Ash,
Manny’s Music and Jon Baltimore music stores as well as Colony music on Broadway. I bought some
great music, mostly brass though as I am finding that I already own all the woodwind music. Once
again we took the subway back to the Pickwick.

Tuesday, 18th July 2006:
We met at Pax for breakfast and walked to Juilliard. This morning’s workshop asked us to think about
how we think about conveying character and emotion. We had to revisit the puppetry from yesterday
and use a mask on our puppet. We then moved on to discussing what we know about the Snow
Queen. Each group was given a segment from the story and we had to note down what we thought
were the important events and characters. We then were given materials to make puppets with. Our
group had to make miniature sized puppets from cardboard rolls, socks, felt and material. We made
Gerda, the Princess and two crows. Each group had to make different kinds of puppets as they had
quite different materials to begin with.

We then moved into another art workshop. No painting just observation! We looked at a postcard of
Picasso’s “Woman in White”. We were only allowed to respond with questions and then categorise
them as follows:
             Technical      Artist life/career
             Emotional      History/sociological
             Situational    Interpretational
             Story          Personal

We then thought about why use questions when we view art work. … to take unexpected paths to
discovery, to empower children to express what they think, not to rush judgements too early. It
is safer to ask a question than to make a statement. It leaves the door open to all answers.

We had a lunchtime meeting with Scott Noppe-Brandon, Heidi Miller and several of the teaching artists
from the Lincoln Centre. This allowed us to express our views about what we had discovered about
aesthetic education. I didn’t really say very much in this meeting preferring to observe and think later!
We were lucky enough to be given a Lincoln Centre T Shirt (I chose a black one as I had already
bought a white one). We had to rush away from this to get to The Metropolitan Museum of Art. What an
amazing place! We looked at Picasso’s painting of Gertrude Stein and Leger’s Woman with Cat.
“What do you notice?” “Let’s talk about it more” “does anyone else have thoughts about … “
Then we moved onto to a Giacometti sculpture “Woman in Venice” (aha this was the sculptor who’s
sculpture disturbed me so much at MoMA). We had to sketch it from three different view points. Not an
easy thing to do when you’re not confident at drawing.

An interesting point that was raised during the afternoon – it is not about what they know. It is about
what they discover. Some of the strategies that Tenesh was using to allow us to think deeper were:
   •   Justify what made you say that
   •   Show me
   •   Does anyone want to add in?


                                                                                            Page 10 of 15
    •   You need to allow for different perspectives, reiterate and validate as well as honouring the
        experts in the room.
    •   There are alternate ways of looking, look walk around, sketch.
    •   Holding off it is important to know when to add in contextual information.

Once again the end of the day saw us reflecting on which of the capacities that were elicited in us
during the day.

Then I had 30 minutes before the museum closed. I decided to head for the historical instruments
display to finally arrive 10 minutes later to be informed that it was closed at the moment. I decided to
look at the Egyptian exhibition. Words cannot describe how wondrous this experience was. I just did
not have enough time. I decided to hail a taxi to get back to the Pickwick it was too hot to walk! We
went back to Broadway and got tickets to see The Producers. The music was wonderful and just the
experience of seeing the Producers on Broadway was unreal! There wasn’t enough time to eat before
so we found an Italian restaurant that served food that I can eat it was a little cold (air conditioning and
smelly) while we were eating yet another thunder storm arrived so we waited until the worst of the rail
was over before getting the subway.

Wednesday, 19th July 2006:
We met at Pax for breakfast and walked to Juilliard. This morning began with the performance of The
Snow Queen by the Hudson Vagabond Puppets based on the book by Hans Christian Andersen with
music by Arcangelo Corelli.

Once we had seen the performance we were asked to reflect on what impacted on the performance.
As well as reflecting with a partner on what the production elements were. We had to write down what
connections we made between the workshop and the performance. I really noticed that the things that
Patti had asked us to do in the last two days had made me so much more aware of the differing ways
that puppetry can be used and how masks could be used as well. Once again I had never attended a
puppetry performance like this. It was fascinating.

We visited the resource centre where we had to do some research looking into things that we wanted to
find out about the Snow Queen. Each group had to present their findings to the class.

After lunch we were visited by three of the teachers from the High School for Arts, Imagination and
Inquiry. Each of the teachers spoke about their experiences in the school over the last year. (The
school has only been open for the last year). Each teacher spoke about their work with the capacities
across the curriculum, how they use it as a planning organiser and how they layer activities to include
the capacities.

The day ended with us completing yet another assessment sheet!! I then decided to stay to see the
performance of Woza Albert! By the Crossroads Theatre Company the performers were Maduka
Steady: Mbongeni and Brian Coats: Percy. This was a very powerful piece. It began very differently.
All the chairs in the theatre were covered over in white cloth and there were chairs on the stage as well
as a pyramid shape covered in chicken wire with a large number of black & white photos of people like
Steve Biko and Nelson Mandela. The performances began the performance by walking amongst us the
covers where taken off the chairs and we were asked to sit down. I sat on the stage. Both performers
had a strong presence and played the role of black South Africans and white South Africans (by putting
a ‘pig’ nose on). This piece explored apartheid. I had no idea that the performance finished late so
poor Adrian had been waiting for 30 minutes for me! We had decided to return to Broadway to see The
Lieutenant Of Inishmore. Luckily we got tickets and had a meal at an Irish pub next door to theatre. It
was a good meal with waiters who we could understand! Irish accents are far easier to understand than
American ones! What a fabulous play it could best be described as Father Ted meets Reservoir Dogs.
The stage was covered in ‘blood’ at the end. We wondered how they managed to make it presentable
for the following night’s performance. That mystery was solved as I went into the ladies after the
performance and when I emerged they were washing down the stage by throwing buckets of water over
it and sweeping the ‘blood’ away. We took the subway back to the Pickwick and got to experience
more of the joys of New York! … a rat on the tracks, a homeless person lying on the subway seats,
and a cello player struggling with his instrument.

Thursday, 20th July 2006:
We met at Pax for breakfast and walked to Juilliard. Only Tony, Karolyn, Mark & I were studying at the
Lincoln Centre for the next two days. This workshop was entitled A Director’s Point of View and the
                                                                                              Page 11 of 15
workshop leader was Rachel Dickstein. The film that we will be studying is Citizen Kane. The morning
began with a workshop where we had to use a cardboard frame to frame three shots. One of the
members of our group (me) had to strike three different poses. We were asked to think of a figure of
power that we could share with the group. We had to be mindful of the different ways a shot can be
framed – slow pull back, diagonal, camera movement downwards, zooming, turning the camera …
Rachel asked us to consider the camera angles and the use of distance as we watched the film. I really
enjoyed watching the film but the theatre was very cold. After lunch we visited the resource centre
once again highlighting the fact that placing the piece of art work in context is essential to studying it.
Our workshop after this saw us using shoe boxes and torches to look at lighting and how it affects the
way we view a scene. This was a challenge to create exactly what I wanted but I think that I managed
to achieve the effect of having the dominant (standing) character cast a shadow over the smaller
character that was kneeling. We were given the opportunity to look at everyone else’s and it was very
interesting to see how other people had interpreted the same scene.

After the workshop was over I walked back to the Pickwick Adrian and I went to the Rockefeller Plaza to
find something to eat before going to Radio City Music Hall to see Ringo Starr and his All Starr Band.
The members of the band were Rod Argent, Richard Marx, Sheila E., Billy Squier, Edgar Winter and
Hamish Stuart. The highlight of the concert was Sheila E’s drumming. Security to get in was ridiculous,
I wasn’t allowed to take my water bottle in with me and they poked through my handbag with a stick!

Friday, 21st July 2006:
Once again we met at Pax for breakfast and walked to Juilliard. As we were walking the weather
changed and we got caught in a big thunder storm I had an umbrella but that did not stop my legs, feet
and one side getting very wet. I sat through the first workshop feeling very miserable. However as I
had been so cold the day before I had bought a couple of extra pieces of clothing with me so I put them
on.

Friday morning’s workshop saw us divided into groups of three and we had to use our figure of power
from the day before and decide on three shots focusing on the use of light. We then photographed our
shots (I was the figure of power playing ‘Shirley’). Once all the groups had photographed their person
we viewed each other’s work and commented on what we noticed.

We then moved back into the theatre for a second viewing of the film. We had to decide what we were
going to focus on as we watched the film this time. As I hadn’t really noticed the music the first time, I
decided to try to focus on how music was used in the film.

The workshop after lunch saw us revisiting our character of power and imagining we were making a film
about this character we had to create it in flashback. We had to try to story board it. I liked my idea but
the group decided to go with a different scenario that became quite involved as we had three different
scenes to play.

After completing yet another questionnaire we had a closing party. Once again it was raining, with lots
of thunder and lightning. I decided to brave the weather and walk back to the Pickwick as I didn’t have
enough money for the subway or a cab! I got wet again! That night we went to Picasso’s (56th Street)
with the entire Hardie Fellowship group and their partners. What a great night. Adrian spent the whole
night discussing eclectic music with Frank, “Big John” sang opera for us. Another of our new friends
Tara sang and then Frank sang. We finished the song bracket with “I Still Call Australia Home”. A
great night with lots of good food and Sangria. We dropped into Mimi’s on the way back to the Pickwick
but Adrian and I didn’t stay that late. It was sad to realise that our two weeks were over and we were all
going our separate ways.

Saturday, 22nd July 2006:
We checked out of the hotel and were very relieved to find that it had stopped raining. We struggled
through the subway with our bags and took the E Train to the WTC and from there we took the Path
Train around WTC Basin. We arrived at Grove Street station in Jersey City. Adrian’s friend Tony
(Bluey) picked us up and we went shopping at BJ’s a huge bulk buy shop. You could buy your
American flag kits as well as trumpets, violins, flutes and clarinets very cheaply! The afternoon was
spent showing Bluey lots of clips that Adrian had bought with us. We went to Blueys favourite pub the
Hamilton Park Ale House and had a meal with Bluey’s neighbour and his son.



                                                                                             Page 12 of 15
Sunday, 23rd July 2006:
We decided to do the Statue of Liberty Ellis Is and tour today. Once again the emphasis on security
was obvious. We had to line up to get onto the ferry and go through a metal detector as well as having
all our hand luggage scanned. The ferry leaves from an old railway station. Ellis Island was very
interesting and the displays were very informative. We got the ferry over to the Statue of Liberty. The
ferry trip was interesting to look back over at New York and see the skyline. When we went back to
Jersey City we decided to take the light rail to Hoboken and we ate at East L.A. a Mexican restaurant
great food and Adrian and Bluey enjoyed the margaritas!

Monday, 24th July 2006:
Thanks to Bluey being a member of the Gramercy Brass Orchestra (GBO) we had been invited to
observe and tutor at the Brass Band Camp that was being held at Caldwell College. So for the next
week we would be driving to Caldwell College. Today was an early start. We had to be there by
8.00am! It took us about an hour to get there via the Jersey turnpike. We took a wrong turn into the
college but got there eventually! The morning began with the students registering and being given a
general introduction and warm up session. It began with all the students buzzing a C major scale
mm… good idea. Max Morden ran this session. His role is camp administrator assistant conductor and
principal cornet with GBO.

The students were handed the timetable for the week as well as the program/repertoire. The massed
bands were to play Zarathustra, Nimrod, Superman and Our Heritage. The senior band with GBO:
Rousseau and Ragtime for Horns. The senior band on their own: Lion King and Allegro from the Royal
Fireworks. The junior band on their own: Louie, Louie and March from Scipio.

The whole premise of the camp is that the students spend the first four days learning their pieces then
they put them together with GBO and GBO play pieces on their own as part of the final concert.
Several members of GBO visited during the week and sat in on the rehearsals as well as running
tutorials or being involved with the concerts after lunch. What a great resource to have.

Adrian, Bluey and I were assigned to work with the junior band. Lee Ann Newland conducted this
group. There were approx. 30 students in this ensemble ranging from quite experienced kids to a
couple of cornet players who were still struggling with reading music and knowing the notes. Sam was
a stand out in the cornet section. He was 12 going on 75. What an awesome kid! Great player for his
age. He was one of Lee Ann’s students.

After lunch we were treated with a master class by the brass ensemble from GBO. Max – cornet, John
Henry (the camp director) – cornet, Lee Ann – french horn, Mike – trombone and Bob – tuba. The
ensemble sight read through a program for the students explaining different features of the music and
the importance of being able to sight read and listen as you play. At the end of the day the senior and
junior bands combined and played through Our Heritage. We got lost going home! We discovered that
Who’s Line is it Anyway? was on so that was our evening’s entertainment.

Tuesday, 25th July 2006:
We didn’t go to the camp today. Instead we did lots of domestic tasks like dropping off the laundry at
the Laundromat and sending 15 pounds of music, brochures, pamphlets etc home in an M Bag. This
cost us $15, very cheap compared to the UK. We drove to Dillon’s at Woodbridge (getting lost again).
Dillon’s is the biggest supplier of brass instruments in the USA. What a great store; I bought four brass
books as well as some clips to hold music on the stand when you play outside. We had a late lunch at
a roadside diner (huge meals) in Woodbridge. We visited Staples which is similar to Officeworks but
much bigger! We dropped into the Hamilton Park Ale House to meet up with Mike as we were going to
go to a Baseball game but it started at 5pm so we missed out. Bluey drove us to the Newport Mall
where we did some shopping. We found a Stacey Adams shoe store but sadly they were closed. I did
buy two Dalmatians from the Disney store. We walked back to the Alehouse and had a meal, and a
late night!

Wednesday, 26th July 2006:
It wasn’t quite as early today as we didn’t have to be at the camp until 9.15. The first two sessions in
the morning were full band rehearsals Lee Ann and Max ran these. An interesting technique Lee Ann
uses to check posture is to randomly ask the students to stand up. Those who lag behind are obviously
not sitting on their chairs properly!


                                                                                           Page 13 of 15
After lunch there was a Jazz master class with Max, Mike and special guest Freddie Hendrix. Freddie
was originally from Teaneck which is the area that Lee Ann teaches in and there were approx. 20
Teaneck students attending the camp. It was such an inspiration to these students to see Freddie play
and talk; he was one of the most humble, spiritual players. It was a privilege to see this master class.
Two of the students from Teaneck were invited on the stage with Freddie to improvise.

After the workshop Max decided that I could take the senior band trumpet sectional rehearsal, the kids
were fascinated by the fact that we were from Tasmania. They decided that it was in Pennsylvania!
They were also amazed by the truths about Tasmanian Devils. This rehearsal went for an hour and we
looked at the Rousseau and Superman. I was very impressed by Daniel the flugel horn player. He
asked lots of intelligent questions and had a very determined attitude when it came to learning his parts.
We finished at 4 and once again we got lost going home and ended up driving through Kennedy
Boulevard and the ‘rough’ area of Jersey City. We picked up the laundry and had tea at the White Star
because it was $5 night.

Thursday, 27th July 2006:
Today we discovered that we still can’t find our way into college. The members of Gramercy Brass
Orchestra were at the camp today. The members sat in with the junior and senior band for the morning
rehearsal. After morning tea John Henry asked me to run the junior cornet sectional rehearsal. We
rehearsed Superman and Nimrod. After lunch GBO cornets had a sectional rehearsal which Adrian
joined in with while I observed. The students were allowed time in the pool. All three bands rehearsed
together in preparation for the camp concert on Saturday. After a very early tea GBO had a rehearsal.

Friday, 28th July 2006:
Today was a very humid day with 80% humidity. It feels like you can swim through the air. We actually
managed to find our way to camp correctly for the first time! Lee Ann spent the morning’s rehearsals
fine tuning the pieces in preparation for the concert on Saturday. Louie Louie has been changed to
accommodate several improvised solos that were inspired by Freddie’s workshop on Tuesday. We
discovered a unique invention of a barrel underneath the valves on a student’s euphonium and worked
out how to remove it. While the students were being allocated their T-Shirts, I sat and put together my
own timetable for a weekend brass camp that I want to run when we go back home. Using Latrobe
Federal Band in the same kind of role as GBO. We left as another storm was breaking. More big rain
and thunder and lightning. We went shopping at BJ’s again (more beer!) and had drinks at 4 fifty 5 bar
at the Double Tree Hotel. We tried to go to Chilli’s for tea but couldn’t get any parking so we went back
to the Hamilton Park Ale House. We watched a two hour marathon of Who’s Line is it Anyway?

Saturday, 29th July 2006:
It was a later start today as we didn’t need to be at the camp until midday although we soon discovered
there was severe traffic congestion on the New Jersey turnpike and we decided to detour through the
rough area of the city. Adrian was given a black polo shirt that is the GBO’s uniform this went with the
khaki pants that Bluey lent him. I sat in the audience for the concert and recorded as much of it as I
could on our digital camera. Luckily I recorded quite a lot of their rehearsal before so the pictures are
better. John Henry very kindly acknowledged Adrian and I in the program as well as during the concert.
He really is a true gentleman and a definite inspiration to the students who work with him. We were
lucky enough to be given the two CDs that GBO have released. After the concert all the students and
their parents had a BBQ meal together and then went swimming in the pool. We had tea at Amelia’s-
very nice food.

The week at the camp served many purposes I have made several contacts with teachers in the USA
as well as learning about some great brass band literature, and several teaching and conducting
techniques.

Sunday, 30th July 2006:
Sunday was a very quiet day. Adrian looked through lots of music with Bluey and I read some music
teaching journals that he subscribes to and wrote down many ideas and websites. We went back to
Staples to copy some music. Dropped into the Hamilton Park Ale House and read the Sunday papers.
We had tea at a very seedy bar called the Lamp Post. I sorted through all the things we had
accumulated and decided that there was more stuff we could post. Adrian made a phone call to his
mum.

Monday, 31st July 2006:

                                                                                            Page 14 of 15
Yay this is the day I get to go home!!! It was the hottest day that we experienced in the States so far
(100 degrees, 80% humidity). Bluey drove us to Newark Airport (we listened to old LFB tapes in the
car) via the Post Office so we could post parcel no. 2. We said our goodbyes to Bluey very quickly as
he didn’t stay. As we booked in they said our plane was to be delayed for an hour but we weren’t that
worried as we had a three hour wait in LA but the plane was three hours late taking off (we sat on the
tarmac for ages). There was very little leg room on the plane and no room for hand luggage so it was
an uncomfortable eight hour flight. The excitement was that our little food packs contained peanuts and
there was a woman on the plane that was allergic to peanuts so no one was allowed to open their
packets. Unbeknownst to us the Rapper 50 cent sat in the seat in front of us. All I was worried about
was that he was very big and every time he wriggled in his seat my knees got squashed! We finally
arrived in LA to discover that it was much cooler, Phew! As our flight was so late we had an escort who
guided us through to the international terminal to our Melbourne flight. Basically we didn't stop moving.
I was so happy to hear the Qantas flight attendant speak with an Australian accent. This flight left LA at
11.45 at night. 14 ½ hours later we arrived in Melbourne.

Tuesday, 1st August 2006:
Technically does not exist!

Wednesday, 2nd August 2006:
We landed in Melbourne at 8.30am we made it through customs with no problems. Although we were
distressed to discover that Adrian’s suitcase had been damaged. Kathryn and Zoe met us and sat with
us until our plane to Devonport left at 11.30. Kat had made fruit salad and I was pleased that I could
buy some water. When we landed it was hard to believe we were finally home. Ma, Pa, Adrian’s Mum,
Cindy, Ro, Bec & Julie-Anne were all there to meet us. When we got home the dogs were so happy to
see us. Holly wouldn’t stop whining and barking Arthur was excited but gave me the cold shoulder all
day as he was very upset that I had left him for such a long time. The cats were happy that we were
back as well especially Hugo.




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