Bak middle school of the arts
Cora GIlbert My portfolio 2014-2015
Cora Gilbert Cover Letter
1725 Echo Lake Drive West Palm Beach (561) 747-3011 s28404507@stu.palmbeachschools.org May 19, 2015 Jupiter High School Yearbook Advisor 500 Military Trail Jupiter, FL 33458 Dear Jupiter High School yearbook adviser, Your team needs a hard working yearbook staffer with great attention to detail and lots of dedication to your publication. Your yearbook is an amazing piece of work and I believe that my background and training make me an ideal candidate for this position. My background in journalism has prepared me for the role of a staffer on your yearbook. I have studied the interesting subjects of journalism skills and ethics for three years, and this training has given me a solid background so that I can write copy, take photos, and design spreads for your yearbook. I also was the People Section Editor on the Bak MSOA Masterpiece Yearbook. During my time in this position, I practiced the skills needed to produce an award winning yearbook. I used leadership and time management skills, and I learned how to take control of stressful situations. I am eager to contribute my skills and my excitement for journalism to the JHS Yearbook team. I have attached my resume to give you a more detailed list of my qualifications for this job. I would greatly appreciate the opportunity to work with and learn from you and your talented team. I look forward to talking with you as soon as possible. Sincerely, Cora Gilbert Enclosed: Resume
Cora Gilbert Resume
1725 Echo Lake Drive West Palm Beach (561) 747-3011 s28404507@stu.palmbeachschools.org Objective I would love to bring my enthusiasm and my skills to your yearbook staff. Education •Completed Journalism I & II at Bak MSOA • G.P.A. 4.0 • Graduation date: June 4, 2016 Experience Two years on the Bak Middle School of the Arts Masterpiece Yearbook • August 2014 to June 2015 - People Section Editor – Design spreads, taking photos, writing captions, writing copy, leading and editing People Section design • August 2015 to June 2016 – Arts & Academics Editor - Design spreads, taking photos, writing captions, writing copy, leading and editing Arts & Academics Section design and elements, leading staffers Honors, Awards, and Memberships • National Junior Honor Society – 2015 to present; the NJHS is a club for middle school students who show leadership and scholarship •JEA Honerable Metion - 2015; an award by the Journalism Education Assosiation to recognize my design for a spread •Duke TIP Recognition – 2012 to present; an honor by Duke University that recognizes outstanding students • Bak MSOA All A’s Honor Roll – 2014; recognition for outstanding grades • STAR Citizenship Award – 2014; award showing that I participated in a honorary amount of community service • Babysitting & pet sitting – 2014 to present; caring for young children and animals, preparing meals for them, showing leadership, and being a role model for children • Active member of multiple sports team – 2008 to present; participated in recreational soccer, basketball, and lacrosse teams, played on the Bak MSOA girls basketball team, won the county championships References • Jessica Samons: yearbook advisor, (561) 882-3870 • Erica Haney: basketball coach, (561) 882-3870 • Douglas Battle: NJHS Advisor, (561) 882-3870
Cora Gilbert
Cora Gilbert
Self-Analytical Essay
I got started in journalism when I entered the sixth grade. I decided
Reflection #1
I think that my most significant piece of work was the Phone
to take a journalism class because I had always been interested in the
Obsession spread in the Student Life section of the Bak MSOA 2014-2015
technique that is used to create the articles and photographs you see in
yearbook. I think that this was my best work because it had a great
newspapers and yearbooks. After I finished that course, I decided that
design, good photos, captions, and copy, and had a cool sidebar.
I wanted to continue using the skills that I had learned. That is when I filled out an application to join the yearbook staff. During my time on the staff this year, I put all of the skills I learned in sixth grade into use. I was taught how to use professional cameras and I got the opportunity to take thousands of photos. I learned more about the rules of photography and how to take photos that follow those rules. While working on the yearbook, I was taught how to hold a successful interview. I used those interviews to write better copy and captions than I thought I was capable of writing. I worked with other staffers to create layouts for spreads that were appealing and followed the layout and design rules. I was also taught how to use Photo Shop and Adobe InDesign. Some of the most important things I learned about this year were how to work with others and how to manage my time wisely. This course was a very valuable one to take because I got to learn and practice all of these skills. I hope to use the things I’ve learned in future jobs and on my high school yearbook staff.
I took photos for this spread, wrote the copy, and wrote a some of the captions. I took a lot of interviews to get an idea of what students thought about the school's phone policy and I did tons of research to find out more about technology in schools. This spread was definitely a fun but challenging process. Most students had phones and lots of different opinions about them, so the interviewing and copy writing was not too difficult to complete. Taking the photos for the layout was also very enjoyable. One of the more grueling tasks was the design process. Although it was hard to figure out the layout of our spread, our team's hard work really paid off. The spread won an honorable mention in design in the 2015 JEA Competition. This spread took a lot of editing and revising to complete. We probably had six or seven rough drafts before we finally felt like the spread was the best it could of been. I am very glad that we spent so much time fixing the issues the spread had becuase the final product looked great. On the Phone Obsession spread, I particularly like the photos. They are very bright and I think they portray the student’s ‘phone obsessions’ very well. Overall, I am very proud of the spread.
Cora Gilbert Reflection #1 Final
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SNEAK PEAK While waiting for the bell to ring, Adam Goldstick (6), checks his phone before class starts. “I wish we were able to call on the bus or use them in the morning before class,” Goldstick said. Goldstick uses social media to talk to his friends more often. Photo by Cora Gilbert
GAMING GLAMOUR Playing one 1 of her favorite games, Danielle Hoogterp (7), sits outside and enjoys the day. “We should totally be allowed to use cellphones during lunch,” Hoogterp said. Hoogterp mainly went on Instagram. Photo by Brandon Lee
TECH TOGETHER With eyes focused on her smart phone, Ashley Lavalle (6), plays her favorite game with her friends. “I think it’s really cool that we have smartphones in this generation,” Lavalle said. Lavalle got her first phone when she was 10 years old. Photo by Brandon Lee
This is for Us - Student Life - Phone Obsession
Reflection #1 Rough Draft
Cora Gilbert
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on their mind. According to a study done by Pew Internet and American Life Project, users checked their phones about 60 times a day. “[Social media] helps me connect to people more and if I don’t know much about them I can look at their social media and learn more about them,” Thomas Testa, strings major (8), said. While many students used social media, others preferred playing games and expanding their creativity. “My favorite game would be Minecraft because you can log on to creative mode and it can just be calm. Horror games have a certain style of adventure. People play them to get a sense of adventure they don’t have in their everyday lives. When I play them I get pretty scared,” Ronald Quintanar, band major (8), said. As the phone’s beep faded out, and the student’s nervous squirms stopped as they turned to each other with slight smiles, they all realized their phone obsession. Skyler Johnson, communications major (7), said, laughing, “They make everything easier, and they can get you answers to homework.” by Cora Gilbert and Haiden Hill
Games, social media, and smartphones are a big deal
PLUGGED IN he classroom was silent as students filled out their quizzes. Some broke down in frustration, while others quickly selected their answers. Even though all the students were focused on recalling the information that they had crammed in their heads the night before, they were all interrupted by the beeping of somebody’s smart phone. Despite the fact that they could get in trouble, students still risked punishment so they could look at their smart phones. “I always want to check [my phone] to see if there’s anything on it,” Delaney Schaer, vocal major (8), said. Smart phones were popular, and students hoped that they could have used them more often, but the school district had a strict policy against cell phones. Some thought that the rules were pretty good, while others wished for more freedom. “I understand what they’re saying but we should be able to use our phones at lunch,” Ashley Lavalle, dance major (6), said. Social media also was a main part of student’s lives. Keeping up to date and sharing with friends was always
SELFIE STRONG Talking a selfie, Carlos Molina (8) shows his determined face. “[It is annoying] when you take a selfie and it flips the image,” Molina said. He said that ages 10 to 12 are the appropriate ages to own a phone. Photo by Brandon Lee
MEDIA MANIA Sneaking a peek at her cell phone, Delaney Schaer (8) looks through her music selection. “I think that you should be able to bring out your phone and use it and listen to music,” Schaer said. In addition to playing songs on her phone, Schaer also enjoyed using social media, such as Instagram. Photo by Haiden Hill
Info by: cnet.com
Cora Gilbert Reflection #2
I think that my Keyboard spread in the Arts & Academics section of the Bak MSOA 2014-2015 yearbook could have used more work. There were a few minor continuity errors on the spread and some of the photos were not as good as I would have liked them to be. During the process of creating this spread, I learned how to take good photos in locations where there is not much interaction and emotion coming from the people I am photographing. It was difficult to get this emotion from the students because they were playing solos with headphones on. I also leaned that I need to take more responsibility if I want to get into a class or contact a teacher. It was hard to get into a class where the students were participating in events that looked exciting in photos, so I should have taken more initative to get into a class where they were. If I had gotten the chance, I would have gone to the keyboard class when they were playing duets on the grand piano. Looking back at this spread, I like it, but I still see things that I wish I could improve.
Cora Gilbert
Reflection #2 Rough Draft
52 This is for the Dreamers - Arts & Academics - Keyboard
CHECK ME OUT With her piano teacher’s help, Adele Denizard (6), plays her piece after receiving corrections. “She was giving me a lesson on one of my pieces,” Denizard said. Denizard had been playing for eight years. Photo by Joel Soto
GOING SOLO Glancing down at her keyboard screen, Brittney Perry (7) checks her tempo. “My favorite piece is Mozart’s Sonata,” Perry said. Performing in front of an audience was much better for Perry than preforming by herself. Photo by Cora Gilbert
BREAKING IN Testing out the baby grand piano, Jason Ibalarrosa (6) concentrates on his songs. “The most challenging part is trying to memorize the song,” Ibalarrosa said. When Ibalarrosa thought about his class, he became excited to learn new skills. Photo by Abigail Parratto
I’d rather play solo because if I mess up, I can take the blame and not mess up both of us. -Lauren Dee (7)
Do you prefer performing solos or duets?
I would rather play a duet because I can have fun with my friends while practicing it. -Abhinav Sanjay (6)
Q:
WHATDOYOUTHINK?
COLORFUL MELODIES Ready to present her piece to the class, Melanie Ferran (7) runs through her song one last time. “I look forward to playing keyboard,” Ferran said. When it came to choosing music to learn, Ferran preferred pop songs. Photo by Cora Gilbert
A WORLD OF HER OWN Oblivious to any other noise in the classroom, Cristina Lindner (6) concentrates on her piano piece. “When I get to play piano, I’m alone and nobody can bug me,” Lindner said. The best part of playing piano for Lindner was hearing the music. Photo by Abigail Parratto
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SIDE BY SIDE Practicing their separate pieces, Anthony Li (7) and Mason Lester (7) create melodies on their keyboards. “Sometimes, I’m kind of nervous about my pieces,” Lester said. Lester’s interest in music began during the off season of his basketball league. Photo by Joel Soto
he rows of pianos were lined up back to back, as were their young composers, playing a song from their notes with such agility. Their teacher took turns listening to each of her students through a machine that gave her access to every piano. The students played a sweet melody, but if one were to walk into the piano room, they would hear silence, for the students could only hear their own melodies through their headphones. “I’ve been playing piano since second grade,” David Liu, (6) said. “I love the feeling you get when you perform.” Each student had their own methods of practicing a song. Most took great care, for some students like Michelle Yang (7), had a fear of performing in front of their piano teacher. TWO TONED To create an intricate melody, Karen Copeland (8) and Lylybell Zhou (8) play as an example for their classmates. “It’s really fun; you get to perform and then your classmates give you feedback and tips,” Zhou said. While performing with a friend, Zhou was relieved from all school stress. Photo by Joel Soto
- George Zhou (7)
to catch it early before it becomes a habit because once it does, it is hard to change.
you make When a mistake, try
“When you make a mistake,” George Zhou (7) said, “Try to catch it early before it becomes a habit, because once it does, it is hard to change.” Students’ piano talent was varied, for some could read notes with ease, while others could interpret the notes of a song just by listening. Playing piano was almost a sense of freedom from their academic hardships. by Heather Rollins
Students play to their own tune
THE KEY TO SUCCESS
Cora Gilbert Reflection #2 Final
Cora Gilbert Reflection #3
I am proud of this picture because of the repitition and
depth of field it has. I like how it captures the essence of the
dancers at this school. I am attracted to this picture because
the pink tights really draw my eyes to the photo. Overall, this
photo is one of my favorites because it has good elements of
composition and it is visually appealing.
Cora Gilbert Reflection #3
I like this photo because it is storytelling and it shows a lot of emotion.
Cora Gilbert Reflection #3
I am proud of this photo because it fills the frame and shows
This photo also fi lls up the frame. I am attracted to this photo because
emotion. I think it is a good photo because it caught the event in
the activity the girl is doing looks exciting and you can see that she is
motion and shows the thoughts of the people in the photo as the cups
happy. Also, the photo caught her in motion, so that makes the picture
came crashing down. Overall, I think this is a great photo because of
even more interesting. I am proud of it because it took good timing and
the action and emotion it portrays.
skill to capture it at the right moment.
Cora Gilbert Reflection #4
I think that I was an asset to the staff because I bring my enthusiasm
Cora Gilbert Reflection #5
This year, I faced a few problems. When I was working on the vocal
and excitement for journalism to the table. This year, I was the People
spread, our team had a hard time finding different periods when we could
Section Editor. Although that job was tedious at times, I think that I stayed
go in and take photos. While we were working on the visual arts spread,
dedicated to finising the tasks I had to and doing them well. I stayed
we had difficulties making a layout that fit the photos we wanted.
positive throughout the process. I genuinely enjoy writing, designing, and taking photos and I believe
If I got another chance to do the vocal spread, I would have talked to more of my teachers about getting excused from class to take the
that this enthusiasm rubbed off on the rest of the staff. I look forward
photos. If I got another chance to do the visual arts spread, I would have
to going to my yearbook class every day, and the excitement that I have
looked at the shape of the photos on the layout before going to take
helps other people on the staff find their passion for journalism.
pictures so I could take them in the correct landscape.
I have a lot of dedication to the yearbook we create. I sacrifice a lot of my free time to make arrangements so I can finish taking photos or interviewing, and I am always thinking of ways I can improve the yearbook. Getting the opportunity to work on the yearbook is an honor, and that is why I put 100 percent of my dedication and effort into it.
Overall, I think that I could of handled these situations better if I had used the strategies that I mentioned earlier.
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;) 22 Folio Copy
LOok at how we learn
by Haiden Hill
Students participated in arts outside of their own, and teachers gave a chance to students who wanted to extend their possibilities into different arts. Take time to see the outstanding curriculum, and look at how we learn.
Every day, students participated in at least one of the five majors; communications, music, theater, visual arts, and dance. Along with these outstanding art classes, students have four academics; mathematics, English language arts, science, and social studies. Spanish and French were also offered as foreign languages. The school stayed at an A rate, and scores on standardized testing were often some of the highest in Palm Beach County.
ightly tapping her fingers on the desk, the student anxiously waited for the dismissal to eighth period. Today was the day she was practicing her piece in front of the whole class.
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Students had many different classes
Look at how we LEARN
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Folio Copy
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CONSTANT CORRECTING As he completes a combination on the barre, Nicholas Lamaina (6) gets help from his teacher. “[Dance] is a way to express yourself through movement,” Lamaina said. Tap and contemporary were Lamaina’s favorite types of dance. Photo by Michael Bole
get all of your schoolwork done and keep track of assignments. - Kayla Barnes (8)
can be I tchallenging to
GRACEFUL Doing an arabesque on the barre with her friend, Kayla Faber (7) extends her leg back. “The way you move when [you dance] is very light and graceful,” Faber said. Being able to dance at the fair was Faber’s proudest accomplishment. Photo by Cora Gilbert
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EYES ON THE PRIZE Completely engrossed in her black and white portrait, Asia Faust (8), enjoys the freeness of using charcoal. “I’m able to do what I want in my creative thinking [with art],” Faust said. At a young age, Faust had a passion for art. Photo by Cora Gilbert
COLOR ME CREATIVE
Students sketch their way to perfection
he ebony Another form of visual pencils lay arts that visual majors scattered across liked to work with was the abandoned sculpting and paper table. Traces of eraser maché. shreds dappled the table “I enjoyed making a with rubber. A simple paper maché dragon in drawing was left, a self- Mr. Barker’s class,” Turner portrait in black and said. “I made a wire frame white, on top of a brown, and put newspaper leather sketch book. around it. Then I covered “While I’m it in paper ou can just do drawing I maché and what you feel more want any way you painted it.” relaxed,” Whether want. Andrea visual majors Turner, had a knack - Megan Shah (6) for pastels or (7) said. “I enjoy watercolors, trying new mediums what they learned in and watching my picture their visual classes would form from beginning to help them in the future. end.” “I just feel attracted to Many student artists art because there are no found that their favorite boundaries,” Shah said, form of art was painting. “You can just do what “[Painting] makes you want any way you everything look so want.” colorful and bright,” by Isabella Kjaerulff and Megan Shah, (6) said, Heather Rollins
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PUT YOUR HANDS UP Striking a pose during her dance recital, Nina Miller (6) hides her nerves. “There were a lot of people [in the audience] and we had to re-space a lot because two people were absent,” Miller said. The dance was prepared for about three months before it was performed. Photo by Lightning Videos
“I think that dance is going to be my job because it’s the only thing I know how to do well.” -Ekko Greenbaum (6)
TOUGH TURNS Practicing their turns, Amanda Servidio (8) and her friend rehearse their dance. “You can walk into the dance room and leave all your worries out the door,” Servidio said. Dancing distracted Servidio from stressful things. Photo by Cora Gilbert
EMOTION IS EVERYTHING Looking down at her hands while performing, Alexandra Garcia (7) enjoys the movements in the dance. “[I get] the attention I need to succeed,” Garcia said. The dance was called “Tondue Aleseconde.” Photo by Isabella Kjaerulff
ALWAYS IMPROVING Pointing their feet, Angelina Kulu (7), Taylor Kotler (7), and Rebecca Holsten (7) work on perfecting a combination. “I look forward to improving every day,” Holsten said. When Holsten danced, she loved that she could express herself. Photo by Cora Gilbert
PICTURE PERFECT Listening to corrections, Ivanna Forrester (7) focuses on her dance. “We were doing a combination that we put together in a routine,” Forrester said. Forrester’s inspiration was her sister. Photo by Isabella Kjaerulff
“I’m probably going to go to college and get a degree in dance. Then, I’ll probably choreograph for a while and dance in a company.” -Ryan Jaffe (7)
do you see dance in Q: How your future?
WHATDOYOUTHINK ?
WHATDOYOUTHINK?
What is your favorite Q:medium to work with?
FULLY FOCUSED Hair covering his face, Jacob Thomas (6) finishes up his sketch. “[Art] makes me look at things in a different way,” Thomas said. Thomas learned during his sixth grade year was how to draw eyes and ears. Photo by Cora Gilbert
school was a struggle for some students with the long rehearsal times that lead up to the concert. “The struggle between dance and school is constant. If you start dance at four in the afternoon and end at nine, it can be challenging to get all of your schoolwork done and keep track of assignments,” Kayla Barnes (8) said. The final concert took place in January, and was well worth the sweat and tears. Dancers had their own reasons for wanting to perform. “I love performing because I can express myself without speaking,” Amanda Ramirez (8) said. “I don’t get as nervous, and the audience has their own interpretation of my movements.” by Finnley Senese and Sterling Shipp
This is for the Dreamers - Arts & Academics - Visual Arts
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“I love painting. I get to discover many colors as values.”
-Jose Berline Altidor (8)
“I love charcoal. It’s messy and it feels cool.”
-Joshua Cirene (6)
PERMANENT SKILL Using permanent markers to add color to his project, Jordan Ownbey (6) puts the final details on his latest art project. “[I enjoy] when I just get to free draw,” Ownbey said. Ownbey started drawing when he was in kindergarten. Photo by Cora Gilbert
he dancers anxiously waited in the wings for their music to begin. The tension in the air could have been cut with a knife. Dancers made final adjustments to their costumes, and moved to their starting positions. The dancers rehearsed their concert piece since early September. Many dancers had different emotions about their performance. “I love the way dance makes me feel. I feel very relieved and happy after I get off stage,” Alexander Thomas (6) said. Balancing dance and
Arts & Academics pg. 28-29 Photos, Captions, Aurasma
COLORFUL CANVAS Carefully shading his drawing, Thomas Haynes (8) adds shadows to his project. “I like the texture [charcoal] makes on the paper,” Haynes said. The hardest part of being a visual arts major for Haynes was having to spend a very long time on his projects.
Bak dancers work towards a final performance
Clips
Photo by Cora Gilbert
WORKING TOGETHER Creating a new project for their class, Callie Moore (7), Lara Weiss (7), and Chloe Chen (7) create a unique paper maché statue. “[I like] putting on the paper pulp because it feels cool,” Weiss said. Weiss began creating her own art pieces when she was four years old. Photo by Isabella Kjaerulff
CLAY PLAY Showing off what they had created with left over clay, Madison Dowling (7), Emma Leonardo-Solorzan (7), and Joshua Bidoli (7) play around in their mixed media class. “They tell us a bit more about how to use different materials,” Bidoli said. A challenge for Bidoli was drawing still-life. Photo by Isabella Kjaerulff
This is for the Dreamers - Arts & Academics - Dance
HELPING HANDS Joined by her friends, Grace Myers (6) works to finish one of her assignments. “We were working on our seven elements of art booklet,” Myers said. Myers and her companions used markers and pencils to add color and texture to their booklet. Photo by Cora Gilbert
DREAM, DARE, DANCE
Cora Gilbert Cora Gilbert Clips
Arts & Academics pg. 36-37 Photos, Captions, Aurasma
READ, WRITE, PRESENT Working on a group project, Lily Smith (6) tries to make the poster attractive and neat. “We were comparing Hammurabi’s code and the ten commandments,” Smith said. Hearing about the history and beliefs of the world before was the reason why Smith liked social studies. Photo by Cora Gilbert
felt transported to the past because [the project] was something different than we had ever done before. - Natalia Sanchez (6)
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on the history of the colonies. Students were engaged in many lessons about their country’s founders. ”Our project on the colonies [was my favorite]. It was on agriculture in the colonies and how people lived. It brought out my artistic side,” Ryan Huang keyboard major (8) said. She couldn’t wait to take home her tablet, and felt that she unlocked one of the mysteries of history. by Cora Gilbert
DRAWING DOODLES Drawing pictures in her notebook, Angelina Doyle (6) smirks in satisfaction of her picture. “The latest thing we learned in class was about Greece, and the people in Greece, such as Homer,” Doyle said. The drawing was a proud accomplishment to Doyle. Photo by Brandon Lee
SCIENCE FAIR/BRIDGE WINNERS
(Front row) Anish Ravichandran, Nicole De La Cruz, Maura Wilson, Natalia Lanier, Tara Miller, Sabrina Wong, Rishabh Mohanka, (Second row) Michelle Yang, Shelby Rabin, Jacques Coury, Fabrice Lamour, Karen Copeland, Donyea James, Stefan Mesaric, (Third row) Chloe Chen, Brandon Lee, Elise Weber, George Zhou, Katie Cordoba, Sasha Monaco, Samuel Rosenkranz, Carolyne Plansky, (Last row) Ava Stevenson, Annabel Schreiber , Meghan Agarwal, Crystal Ma, Emma Leonardo-Solorzano, Skylar Nellegar
PROJECT PHILOSOPHY Asking about her project, Catherine Boynton (6) is eager to get to work. “I like learning about the world around me,” Boynton said. Classifying rocks was Boynton’s favorite lab. Photo by Cora Gilbert
PIERCE THE EYE Looking at the dissected eye lens, Rebecca Hampton (7) laughs as the lens pop out. “I like dissecting things because it is very interesting to see how the bodies of animals are made up,” Hampton said. The process of animals evolving was the favorite topic that Hampton liked to learn. Photo by Brandon Lee
ONLINE LEARNING Asking her teacher a quick question, Gianna Montella (8) works on online classwork. “We had different types of rock and we had to identify what type of mineral it was made of,” Montella said. Science was Montella’s favorite subject. Photo by Finnley Senese
CENTER OF BALANCE Trying to find the center of gravity on his head, Praveen Anbu (8) smirks as the cups fall off the meter stick. “I realized that if I stood up and moved a lot, the cups would fall, so I balanced my head on the table,” Anbu said. The group’s highest record was 15 cups on Anbu’s head. Photo by Cora Gilbert
ANCIENT TEXT Reading attentively from the paper, Asha Kollannur (6) takes notes in her notebook while listening to the teacher. “[The teachers] help explain what we’re learning more than what we are reading,” Kollannur said. Mythology and gods was what Kollannur liked to learn about in her social studies class. Photo by Brandon Lee
he held the toothpick in her hand, using it to carve designs into the clay. She was focused on making the design on her tablet perfect. “I felt transported to the past because [the project] was something different than we had ever done before,” Natalia Sanchez visual arts major (6) said. “I thought of the people who did it before me and how it was for them.” While some students had been learning about the styles of writing ancient societies used, others were studying the organization of America’s government. “We made posters with facts and different examples of the parties,” Madison Welz theater major (7) said. “We’ve learned about which parties play a different role in our community.” Other lessons were taught “I believe that social studies can help us because we can grow from our past mistakes.” -Kavyasree Chigurupati (8)
“Knowing history can help me seem more intelligent. I feel that people like people who know history.” -Rafael Gonzalez (7)
VOTE HERE Voting in the school election, Jaylen Sanders (7) considers the candidates. “I was contemplating on who would be the better candidate, and if the referendum should pass,” Sanders said. Sanders preferred current events over historic events. Photo by Subhash Kantamneni
ANCIENT MANUSCRIPTS Focusing on his pattern, Jonathan Estilien (6) works on his clay tablet. “[Social studies] helps me understand how technology has become the technology today,” Estilien said. Learning about ancient items was interesting to Estilien. Photo by Subhash Kantamneni
TEAMWORK Comparing notes, Alexis Savidge (8) elaborates with her partner. “I really enjoy Mr. Battle’s class because he makes learning about the importance of America super fun,” Savidge said. The teacher made Savidge’s learning experience intriguing. Photo by Cora Gilbert
how the Mesopotamians lived was nice for Bass to learn. Photo by Brandon Lee
HISTORIC STUDY Highlighting the important details on her paper, Sasha Bass (7) listens attentively to her teacher. “[My favorite hands-on project was] when we made a book from the past,” Bass said. Learning
Science provides many ways for students to learn
LITTLE EINSTEINS
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social studies help you Q: inHowyourwillfuture career?
This is for the Dreamers - Arts & Academics - Science
WHATDOYOUTHINK?
M “I have Mr. Loud. He shows you models so it helps you to learn your lesson better,” Tom Conseil theater major (6) said. The way science was introduced to students created a new way for them to learn. “Mrs. Smith did an activity with making ice cream to show the transfer of thermal energy,” Natalie Rodriguez communications major (8) said. “It was one of my favorite activities.” by Finnley Senese and Cora Gilbert
Students unlock the past with hands-on projects
Arts & Academics pg. 42-43 Copy, Captions, Photos, Aurasma
rs. Smith did an activity with making ice cream to show the transfer of thermal energy.
- Natalie Rodriguez (8)
IN MY DNA Cutting up a piece of licorice, Ava Stelmack (7) finishes up her edible DNA. “I like biology. We get to do a lot of labs,” Stelmack said. Eating the edible DNA after the project made Stelmack enjoy the lab even more. Photo by Cora Gilbert
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he students placed their tools into the sinks, and continued working on their labs. Students chatted amongst themselves while learning about different science topics. “I had a lab where we made boats out of tin foil, put them into water and added weights on it to learn about buoyant force and gravity,” Althea Celey theater major (8) said. “I got to work with my team on different boat designs and test them.” While some students used hands-on labs, like the shark dissections and boat designing to grasp a better understanding of a topic, others learned from examples their teachers gave them.
SHARK BITE Cutting open a shark, Brandon Barrett (7) sees the inside of a shark and its body parts. “It was cool to see the inside of the shark,” Barrett said. The shark was Barrett’s favorite dissection. Photo by Brandon Lee
This is for the Dreamers - Arts & Academics - Social Studies
STAR STRUCK Studying the development of stars with her friend, Anushka Lakum (6) reviews the information in their textbook. “Science makes you think about what’s going on in the real world,” Lakum said. Science allowed Lakum to learn about the Earth. Photo by Cora Gilbert
THE MYSTERY OF HISTORY
Cora Gilbert Cora Gilbert Clips
Arts & Academics pg. 46-47 Copy, Captions, Photos, Aurasma
What is your favorite pitch to Q: sing in?
WHATDOYOUTHINK? -Elysa Woodbury (8)
“Alto, because it brings the whole song together.”
-Kayla Jhagroo (6)
“Soprano, because we have higher notes, so it’s more of a challenge.”
by Isabella Kjaerulff and Cora Gilbert their love and passion for their major. This was for everyone. Talent was everywhere, and each student had a unique quality that set them apart from the rest.
However, everyone was integrated as one through their individuality and friendship. Everyone shared that united them. Everyone was different, for they all had their own talents which made them special. But, when the
chaos of the crowded halls was examined further, it could be seen that it was everyone’s differences for display, paint stains covering their hands. It was easy to spot dancers running through their newest choreography, and through
the glass of the Main Stage Theater, visual majors could be seen setting up their artwork
L
ight, airy singing voices and the soft humming of instruments could be heard
throughout the hallways. The lights from camera flashes seemed to always be going off.
This is for the Dreamers - Arts & Academics - Vocal
Everyone is unique in their own way, but that is what brings them together
Pitch Perfect
Vocal majors practice to perfect their talent
A BEAUTIFUL VOICES With total concentration, Devin Cruz (6) sings “Goodnight,” a Russian lullaby. “[Singing] is just something that I’ve always had a passion for,” Cruz said. Cruz’s favorite artist was Bruno Mars because of his interesting music. Photo by Cora Gilbert
SHARING A SONG With a few extra minutes before they have to rehearse their songs once again, Katherine Carter (8) and Maia Montgomery (8) discuss their music together. “[I like] being able to sing at the concerts,” Carter said. Carter started singing when she was in fourth grade. Photo by Izzy Kjaerulff
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“My mom began to encourage me to sing at church,” Kayla Jhagroo (6), said, “And I began to sing for hours on end.” The voices echoed strongly through the room, while the students put their all into their production, not worried about anybody but the chorus. “Don’t be afraid of what other people think of you,” Paula Orozco (8), said, “Be strong and don’t let other people stop you.” by Izzy Kjaerulff and Heather Rollins
D
- Paula Orozco (8)
IN THE ZONE Trying to drown out the noise of the other voices in the classroom, Anders Schullstrom (7) focuses on the words he is singing. “We have so many songs and some of them are really complicated,” Schullstrom said. He thought it was wonderful that he was able to get into chorale. Photo by Izzy Kjaerulff
This is
HOMEWORK HELP Laughing with her friends during lunch, Nisa Ilsin (8) looks at the homework of Mikel Rollet (8). “I like to enjoy the nice weather and being able to laugh off all of the stress of school,” Ilsin said. When she ate in the courtyard, Ilsin felt like she had more freedom. Photo by Abigail Parratto
Arts & Academics pg. 38-39 Captions, Photos, Aurasma People Section pg. 54-55 Copy, Captions, Design
on’t be afraid of what other people think of you. Be strong and don’t let other people stop you.
DOUBLE TREBLE Discussing the lyrics, Giovanna Ulaszek (8) and Olivia Przysinda (8) clear up their confusion. “The hardest part [of being a vocal major] is blending in with the other singers,” Ulaszek said. Ulaszek’s inspiration was Beyoncé. Photo by Izzy Kjaerulff
MELODIC MASTERPIECE Focused on hitting the right notes, Mia Marquez (7) recites the lyrics of Tonthè. “People don’t think about how much precision it takes to sing each note,” Marquez said. While singing, Marquez felt lighthearted. Photo by Izzy Kjaerulff
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s the music started to flow out of the piano, singers tapped their chest to keep the rhythm. All at once, a chorus of both male and female voices filled the air with their melodic tone. A burst of confidence spread throughout the room as the tune grew stronger. “While I practice, my brother plays on the piano, so he tells me if I’m good or not, because he used to go [to Bak],” Daniel Connell (6), said, “I practice for about thirty minutes a day and it is effective.” The stories of the way that students discovered their passions varied, from Applebee’s karaoke to school choirs. Either way, each student made their way to Bak with a voice worthy of concerts and chorus pieces.
GETTING BETTER Quickly making notes on her music, Alessia Degraeve (6) transcribes all of the instructions she needs to remember in order to properly articulate her lyrics. “My most memorable experience is learning the notes and finally getting them,” Degraeve said. Degraeve felt as if music had taken her on a journey. Photo by Izzy Kjaerulff
FOCUSING FERVENTLY Listening to corrections, Jake Newiger (7) and Alex Robinson (7) make mental notes of how they need to adjust their songs. “[My inspiration is] my uncle. When I heard him [sing] I was impressed,” Newiger said. Newiger loved performing on stage at the concerts. Photo by Cora Gilbert
This is for Everyone - People Section Divider
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