[On screen text Creative domain of potential

High potential and gifted education]

[On screen text Shianne, Student]

Shianne

Circus skills involve a variety of different acrobatic elements, such as partner work, tumbling. I think at such a young age, I was definitely identified as having a strong potential within the performing arts. It's one of my high school teachers – er true passion and authenticity towards the arts, I think, really inspired me, and she was always such an approachable person and was always like, eager to help us learn new skills and also take time out of her day to individualise skills for us that we could further develop.

[On screen text Kirsty, Shianne’s mother]

Kirsty

When Shianne hit the performance floor, she just became a different person, this shy little girl in the studios, learning her routines and learning her activities just became someone else when she hit those performance floors.

Shianne

Every performance that I do, I definitely experience being in the zone or in the flow. Um, there's always a sense of anticipation, of nerves and anxiety beforehand, but like once you're on the stage and then the lights come on and you see the audience and the music starts, I think all that just fades away and you can really immerse yourself within the moment and just perform the way you want to perform and just let it all happen.

[On screen text Fiona Gudmunson, Head Teacher]

Fiona Gudmunson

The Rions are one group or one band we have at Barrenjoey High School. Now, they've started their development in Year Seven, which is fabulous. They've met each other, they've come together as a group, but they've had that connection musically.

[On screen text Harley, Student]

Harley

Some of the achievements as a band: getting on Spotify in general. Our first release show for our very own song, "Nightlight", which is on Spotify now. We've gone up to Byron Bay to compete in a Bluesfest competition with which we got runners up. If I had to give advice to all the teachers in New South Wales on how to nurture creative students, I would say be patient with them – gifted students aren't always the easiest – and trust that they are able to harness the drive to unlock their potential of their talent, as well as be there to assist them when they need it.

[On screen text Asher, Student]

Asher

Also, to a degree where you don't want to give them an entitlement that they're different to other students. Don't let them get ahead of themselves, I guess. And um, not over teach, I think.

[On screen text Noah, Student]

Noah

Give people free rein and, you know, trust to do the music that they want to do. Um, whether or not that be baroque or metal, heavy metal, just just stick with them and make sure they're comfortable playing the music that they want to play.

Fiona Gudmunson

I think creativity comes from within. It gives students an outlet to actually express themselves individually, but also being recognised as an individual. You know, in a such a large school setting as a secondary school, you know, to be able to play music and be creative or being artistic or dramatic or, you know, even in writing, it's so important to to have that recognised and nurtured and developed.

[On screen text: Ivy, Student]

Ivy

Creativity starts with the idea, and then having a high expectation on yourself to achieve that is what comes after it. But then within all the hard work, you create the magic and you create this masterpiece.

[On screen text: Joanne King, The Arts Unit]

Joanne King

Ivy's a great student. She's extremely passionate, she's bubbly, she's got a really great energy about her. And that, um, that level of expression in her personally exudes out onto the space when she steps onto that stage.

Ivy

My teachers at school have nurtured my gift, and they've created a safe space for me to share my love for the performing arts. And, um, having them in contact with the Arts Unit and Schools Spec. has been able to provide opportunities for me. I think there's one thing that makes me love performing, and it's the feeling. The feeling when you are dancing or singing or acting. And for me, it's, everything stops and I'm not thinking about the next move or I'm not thinking about the next line. It's a, it's a timeless experience and I crave that every second of the day. I think the major highlight for me in my performance career has been dancing with the Aboriginal dance company. That was something that I've never experienced before. Um, I've always wanted to learn more about my culture and be able to communicate that through the style of dance. I remember standing side stage and I just had to take a big breath, and I just breathed in and breathed out and then went on stage and my eyes were like, flooded with tears. And everyone around me felt exactly the same. And I thought that that was really special because we all have a connection with our culture. But then we also had the special connection for our love of the arts.

[Title on Screen: Find the high potential Develop the talent Make the difference]

[End of transcript]