ISABELLA “IZZY” KJAERULFF
ISABELLA “IZZY” KJAERULFF
RESUME
COVER LETTER 1725 Echo Lake Dr. West Palm Beach, FL 33407 (561)747-3011 s26489112@gmail.com May 19th, 2015 Dear Steve Moore, In this portfolio, I have provided a variety of my published work throughout the 20142015 year. The Marquee yearbook is very successful and is something that I personally would like to be part of. I feel that my educational training has prepared me to be a positive asset to the staff. I am up-to-date on many assets of creating a publishable yearbook. As Student Life Editor for my 7th grade year and Editor in Chief for my 8th, I have the experience to become a fast-learning and knowledgeable member of the Marquee. From writing copy and captions to taking photos and designing spreads on Indesign, I am a well-rounded student who would a perfect fit for your staff. My background in all of these areas applies directly to the specific obligations that are needed to be part of the publication. I am aware that being part of this is a mammoth responsibility, but I am certain that my qualifications surpass the guidelines. I have first-hand experience in meeting the demands of yearbooks. I would be willing to go out of my way to complete the expectations of my peers and seniors. I have attached a resume to express my qualifications and experience in a more detailed format. I would be ecstatic to have an opportunity to work with and learn from the Marquee yearbook. Thank you for considering me, and I hope to speak with you soon. Sincerely, Isabella Kjaerulff
OBJECTIVES I would like to bring my skills and responsibility to the staff and learn about everything I can.
EDUCATION • • • •
Completed 3 years of Bak Middle School of the Arts Participated in 2 years of the Masterpiece Yearbook Graduation Date: June 4th, 2015 GPA 4.0
EXPERIENCE Masterpiece Yearbook, Bak Middle School of the Arts • August 2014-2015 Student Life Editor. Meet deadlines, write copy and captions, take photos, design advertising spreads, and designing Student Life spreads. • August 2015-2016 Editor of Chief. Meet deadlines, write copy and captions, direct the staff, practice leadership, take photos, design spreads.
RELEVANT MIDDLE SCHOOL STUDIES Creative Writing I, Graphic Design, English Language Arts 6th, 7th, 8th grade, etc.
HONORS, AWARDS, AND MEMBERSHIPS • Duke Tip Recognition-2014 to present, an honor by Duke University that recognizes outstanding academic students • AOK Award- 2013 to present, an honor by Bak Middle School of the Arts that recognizes students who participated in over 10 hours of community service • Bak MSOA Honor Roll- 2013 to present, an honor by Bak Middle School of the Arts that recognizes students who maintained above a B throughout the entire year
ISABELLA “IZZY” KJAERULFF
SELF-ANALYTICAL EVALUATION I have always been an avid reader and writer. Before I could even read, I would relay stories to my mother, who in turn would write them onto printer paper. I would illustrate my little stapled books with puffy paint and my parents and I would look through and read them over and over again. When I entered Bak, I was presented with the opportunity to be a part of the esteemed Yearbook staff. And I took it. I first practiced by taking Creative Writing, because Journalism was full. It turned out for the better, as I used proper grammar usage and am now able to write complete and acceptable narrative beginnings. In Yearbook, I have learned so much. From writing journalistic stories to working Indesign, this class has prepared me for so much more than I had originally predicted. This year, I not only wrote copy for almost every spread that I was on, but I also worked on designing ad pages and scanning photos in. I think that the yearbook staff as a whole worked together very well even though there were some rough patches regarding missing deadlines. Yearbook was vital to my education as a communications major in many ways. I learned journalism techniques and how to write with better grammar. I gathered information on how to design acceptable spreads on both Indesign and Illustrator. I will be able to use all the skills that I learned to be a successful author, whether that means being an editor, journalist, or novelist. It will help immensely, and I am glad that I decided to take yearbook.
ISABELLA “IZZY” KJAERULFF
REFLECTION 1 Bustin’ at the Seams- Pages 6,7 I believe that this spread was my most significant throughout the entire year because it was my first ever spread that I took part in. It was my first ever time working together with the fellow staffers on the spread, and it turned out phenomenal considering. It was not very easy to complete though, because we were pressed on time and were just beginners. Halfway through, we had the idea to put a bus at the bottom of the spread but it was hard to find a staffer who was willing to stay after. Other problems occured when the tri-rail attendants would not let us get up to take any pictures, which resulted in no pictures from some transportations. I had my first chance to see my strengths in yearbook by working on my first spread.
ISABELLA “IZZY” KJAERULFF
ISABELLA “IZZY” KJAERULFF
REFLECTION 3
REFLECTION 2
Photo #1
English Language Arts- Pages 50,51
Student Life Divider Dominant- Pages 4,5
This spread could still use work for many reasons. I learned throughout the creation of the spread that we should be more prepared to take photos and we should have had more variety with the pictures. We chose many different photos throughout the process of the deadline, but ended up with a final six. If we had had more time or had been more experienced, the spread might have turned out much better than it did. I feel as if it is a bit boring, but is good for one of the first spreads that I ever took part in. We tried to visit classrooms that would not let us in, like Ms. Carey and Mrs. Barefoot. As a group, we were not prepared enough to create sidebars and did not know specific design elements like strokes and columns.
I feel like in this photo I captured the interaction and expression that is needed in an acceptable photo. There is a center of visual interest and the interest is very clear compared to the background. There is also a sort of depth of field because there is a foreground and a background, and the brightness and clearness of the photo attracts me. There is repetition of the people in the background, and even if the content is a bit strange (towards the horns), it is very interesting and appealing. All in all, I believe that there are many assets to this photo that make up a great composition. Photo Name: izzy_01.jpg in “Divider” folder under “STUDENT LIFE”
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READING BETWEEN THE LINES Students learn the definition of language arts
50 For the Dreamers - English Language Arts
WHATDOYOUTHINK? is the most difficult Q: What part of language arts?
B
ored. Confused. reading books and making Ignorant. He her sixth grade movie sat at his desk, poster. “It was pretty fun slumped on his making the poster because palm, barely listening to I like drawing, even though what his language arts I’m not too good,” Yan teacher was discussing. said. “I just like working on But what he did not projects and being creative.” realize was that his Every student had their teacher was lecturing favorite author, each one with a specific a b o u t learn something taste in novels. d e e p e r new every day. It Each book had meaning, takes a little longer its own meaning a concept to learn stuff [in to students, from that would other subjects] but the feeling of help him on here I can learn reading the story his piles of something in one to relating to the homework. day and move on to main character. “I have a something else. Michelle Yang lot more - Liam Quintana (6) k e y b o a r d work, but I (7), decided actually like that Lemony language arts because I learn Snicket’s series was her something new every favorite. “It’s more realistic day. It takes a little because it doesn’t have a longer to learn stuff [in happy ending,” Yang said. language other subjects] but here Understanding I can learn something arts meant going deeper in one day and move into the subject creating on to something else.” an interest in something said Liam Quintana. that students never knew Students like Madison existed. Yan strings major (6), by Heather Rollins and enjoyed their summer Justin Edwardo
“Spelling because I’m used to spelling words how they sound, but they’re spelled differently so it’s confusing.”
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-Elizabeth Sinn (7)
SPEAKING OUT With the students listening intently, Lourdes Alonso, sixth grade language arts teacher, gives instructions for a classwork assignment on a short novel. “I really love teaching language arts and I love when students get involved in the learning process,” Alonso said. Alonso had been a teacher for 29 years. Photo by Heather Rollins
GOING OVER THE TOP Checking over his paper, Samuel Rosenkranz (7), processes his work and corrects his mistakes. “[I like] being able to analyze the reading using the different resources the teachers provide,” said Rosenkranz. He thought that language arts had too much writing, a skill that was not interesting. Photo by Justin Edwardo
“Studying, because there are some words that I don’t know so it’s difficult to get everything right.” -Ma. Annica Arat (6)
WITTY WRITING After cracking up at a joke in his language arts class, Nikolas Zimmerman (7), continues filling out his paper on “Another Place, Another Time,” a seventh grade textbook selection. “I like when we go into our mini groups because I like discussing with other people and seeing how they [like] my writing,” Zimmerman said. Despite the fact he found writing essays time consuming, Zimmerman still enjoyed language arts, Photo by Justin Edwardo
THAT’S WHAT I’M TALKING ABOUT Given a partner discussion assignment, Madison Yan (6), and her classmate, discuss the characterization of a main character. “In [class], you get to read and write. In other subjects, it’s mostly using the logical side of your brain,” Yan said. Yan later participated in a class analysis. Photo by Heather Rollins
PROVING A POINT To understand a homework assignment, Anthony Li (7), listens to Samantha Kline (7), discuss a text analysis question. “I think [language arts] is really useful in general because it helps you to understand real life,” Li said. Although Li’s teacher was strict, he believed that it helped maintain order in the classroom. Photo by Justin Edwardo
LIGHT READING Completing a packet on a short story, Megan O’Donnell (7), sits comfortably as she works. “My teacher is great because she works on our essays with us before we turn in the final draft,” O’Donnell said. O’Donnell had recently gotten a schedule change and was new to her language arts class. Photo by Justin Edwardo
FULL FOCUS Concentrating on his lesson, Ronald Quintanar (8), listens to his teacher’s lecture. “My strength is my reading speed. [I enjoy] being able to understand complicated books,” Quintanar said. He felt that his teacher knew what he was doing. Photo by Izzy Kjaerulff
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ISABELLA “IZZY” KJAERULFF
REFLECTION 3 Photo #2
ISABELLA “IZZY” KJAERULFF
REFLECTION 3 Photo #3
Vocal- Pages 38,39
Visual Arts- Pages 36,37
In this photo, there is a center of interest which catches the eye, seeing as the rest of the background is blurred. There is a very captivating element about the photo, and the fact that her mouth is open shows that she is in motion and it was captured perfectly. There is depth of field. Rule of thirds is also used because the girl is just a bit off-centered but it is appealing to the eye. The thing that attracts me to this photo is definitely the clearness of the center of interest and the blurriness of the background, which brings out the center of interest. I am also intrigued by the vocal book that can be seen slightly in the corner. Photo Name: Vocal04_Izzy in “Vocal” under “ARTS & ACADEMICS”
This photo shows the interaction of three friends while working on a project for visual arts. There is a center of interest even though one of the girls is blurred out and one girl in the background is clearer than the one in the front. There are leading lines and the center of interest is the project that they are working on. Elements in the photo also include rule of thirds, depth of field, framing, and the filling of frame. The aspect in this photo that attracts me are the faces of the girls which convey concentration and happiness that you can see clearly on their face. Photo Name: Visual_Izzy02.jpg in “Visual Arts” under “ARTS & ACADEMICS”
ISABELLA “IZZY” KJAERULFF
REFLECTION 4 In the staff this year, I contributed many things, including my time and my skill. I was a vital source of grammar questions and I wrote much of the copy throughout the year. I also wrote many captions that saved us a couple of times from missing deadlines. I got to take photos throughout the entire campus. I learned how to maintain camera equiptment and I was very responsible with it. Along with being responsible with equiptment, I was responsible in other areas of the yearbook production. This includes getting deadlines done, and fufilling the jobs given to me on time. Although I did not stay after for sports and did not take photos in clubs, I was always ready to take photos for someone else and I would often help my other fellow staffers with their part of the spread. The extent of the commitment that I put to the publication is farreaching and I enjoyed every minute of the stress and responsibility that was thrust upon me.
ISABELLA “IZZY” KJAERULFF
REFLECTION 5 Throughout the year, we faced many hardships. These include but are not limited to stress during deadline ends, a certain organization mishap with the literary magazine, and the loss of multiple photos when they suddenly disappeared from the journalism drive. I gathered from all of these hardships many things as well. How to be more organized was one of them, as well as learning about leadership and how to be a leader. If the hardships arose again, I would be well-prepared. I would be calm and think more of the rational possibilities, instead of the worst case scenarios. I feel as if for some of the situations, I handled what went wrong well, but for others I started to freak out and become pessimistic. All in all, my adviser, the rest of the staffers, and I figured everything out in the end and solved the issues promptly.
ISABELLA “IZZY” KJAERULFF
ISABELLA “IZZY” KJAERULFF
THEME PROJECT
THEME PROJECT
Arts and Academics
Arts and Academics Showstopper
Spread #2
Spread #1
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VISUAL ARTS
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-Jeremiah Schoen
THE STEPS TO 1
MAKING MA M AKIN NG G A SCULPTURE
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“INSERT QUOTE HERE”
Starfest is a time to showcase majors
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what they did and most wanted to draw for a career. “I think that [art] is not just one of those things that you only do in school,” Jocelyn Bidoli, (7) said. Whether they used pencil or marker or drew in school or out of school, Bak students shared one thing in common: They all loved what they did, and knew how it would help them in the future. “I just feel attracted to art because there are no boundaries,” Shah said, “You can just do what you want any way you want.” by Izzy Kjaerulff
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STARFEST
Visual Arts impacted the students for the better Color splashed across the canvas. Paintbrushes were dipped in cups of water, dying the edges pale reds and blues. Pencil sketches scattered the tables and ink stains covered the hands of visual majors. “While I’m drawing I feel more relaxed than usual,” Andrea Turner, (7) said. “I enjoy trying new mediums and watching my picture form from beginning to end.” Some students liked a certain aspect of visual arts, or a specific project that they made. “I enjoyed making a paper maché dragon in Mr. Barker’s class,” Turner said. “I made a wire frame and put newspaper around it. Then I covered it in paper maché and painted it.” While some visual artists enjoyed paper maché and sculptures, others preferred using acrylics to paint. “[Painting] makes everything look so colorful and bright,” Megan Shah, (6) said, “Once, I recreated Starry Night and I really like that because of the texture that Van Gough used.” Visual arts was not only practiced as a major, but was a lifestyle. Students loved
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Color + Formula - Size 8 - 4-04898: Bak Middle School off the t Arts
Color + Formula mula - Size 8 - 4-04898: 4- 98: Bak Middle M School Sch of o the Arts
ISABELLA “IZZY” KJAERULFF
ISABELLA “IZZY” KJAERULFF
CLIPS
CLIPS
Visual Arts—Arts and Academics
Bustin’ at the Seams—Student Life
Copy
Copy
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COLOR ME CREATIVE
WHATDOYOUTHINK?
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“I love painting. I get to discover many colors as values.” -Jose Berline Altidor (8)
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“I love charcoal. It’s messy and it feels cool.” -Joshua Cirene (6)
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 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
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
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
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
CLIMBING TO FREEDOM During the transition between classes, students struggle to make their way through the multitude of sweaty classmates. “I try not to get knocked over [or] go against the crowd. I dodge out of the way,” Amanda Vanner (7), said. Vanner believed that crowds in the stairwell were unsafe and hazardous, especially for smaller students.
What is the most crowded place in school?
Q:
“The courtyard after lunch because we were narrowed down to three lunches so there are more people.” -Danielle Stolack (6)
“The courtyard in the morning , but only the outside entrances [going] into the middle.” - Carlee Tew (7) “The courtyard, because everyone goes there in the morning.” -Lance Breidenbaugh(8)
BUSTIN AT THE SEAMS
THE GREAT ESCAPE Determined to get out of the crowd, Francesca Cocilovo (7), and Destiny Fava (7), focus on getting to the courtyard and out of the chaos. “[Crowds make me] very stressed out because I feel like too many things are going on at once and I can’t think straight,” Cocilovo said. Cocilovo admitted that she was claustrophobic.
Kids shoved their way through the crowds, desperate to get to class. The stairwells were filled to the brim with frantic faces and the prospect that one minor mistake might send them sprawling backwards frightened them. The buses at the end of the day were packed and the students pushed each other out of the way so that they could get a decent seat. The call for Tri-Rail sent children bolting off to grab a seat for their friends before the train became too crowded. Hastily stuffing the night’s homework in their backpack, the car riders rushed off to the car line. “You have to wait a long time for your car and the car loop is packed,” Allison Allianac, visual major (7) said. While many people rode car, Tri-Rail was also a main choice of transportation for students attending Bak. More than 300 students rode it every day from home to school and back again. Despite the choices, crowding was still an issue. “I think that [the Tri-Rail] is packed,” Isabelle Eisenberg, theater major (7) said with a thoughtful look on her face, “But if it can get me where I need to go quickly, it is fine.”
BUSTIN’ OUR WAY HOME With smiles on their faces, despite the mass of students crowding the bus, Jean Luis Montesinos (6), and Emilia Boulon (7), converse while they wait for their bus to depart. “If we were more separated, I think we would have had more fun. When we are close together, we can’t turn around and look at each other,” Boulon said. Boulon sat in the middle of the bus seat because her friend was claustrophobic.. GOSSIP GIRL Talking over the loud buzz of multiple conversations, Marina Kabellar (7), leans over the railing to chat with her friend. “A crowd is a positive bubble which can give you a sense of safety and security,” Kabellar said. Kabellar was sure that anyone could handle the stairs if they had good friends to talk to.
Many bus riders had to deal with limited seats. According to Nikita Tanguturi, communications major (6) said that sometimes, the bus driver would leave even if someone had not found a seat. “The bus comes in and everyone is standing on the road waiting to jump on the bus,” Tanguturi said, “The driver yells at you if you take too long to get to your seat.” After the journey to school in whatever mode of transportation chosen, all students had to navigate their way through the busy bustle of the hallways and stairwells during school hours. Many thought that the main sixth grade staircase was much too congested, like Praveen Anbu, visual major (8). “It’s so crowded in the mornings. I feel the back staircase should be used more often,” Anbu said, stroking his chin. Most students agreed that crowds were a nuisance, but for some, it did not make a difference. Whether crowds were a big or small deal, they affected everyone and their thoughts and mood. by Heather Rollins and Isabella Kjaerulff
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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. Photo by Cora Gilbert
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
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This is for Us - Student Life - Bustin’ at the Seams
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. A n d re a visual majors Turner, had a knack - Megan Shah (6) for pastels or (7) said. “I enjoy w a te rc ol o r s , 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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QUESTIONING CROWDS As the bus leaves the school, Jordan White (7), teases Hunter Goodman (7), over the noise of the other students. “I don’t really like [when] you sit with three people in a seat, you are smushed and are up against the window,” White said. White believed that the bus rules should be modified to have a maximum number of students per seat.
Students sketch their way to perfection
What is your favorite medium to work with?
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This is for the Dreamers - Arts & Academics - Visual Arts
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ISABELLA “IZZY” KJAERULFF
ISABELLA “IZZY” KJAERULFF
CLIPS
CLIPS
Vocal—Arts and Academics
Theater—Arts and Academics
Captions
Captions
Pitch Perfect
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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
be afraid D on’t of what other people think of you. Be strong and don’t let other people stop you.
Q:
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
-Elysa Woodbury (8)
“Soprano, because we have higher notes, so it’s more of a challenge.” 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
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
-Kayla Jhagroo (6)
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
- Paula Orozco (8)
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
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“Alto, because it brings the whole song together.”
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
WHATDOYOUTHINK?
Theater majors focus on the many aspects of theater
What is your favorite pitch to sing in?
This is for the Dreamers - Arts & Academics - Theater
This is for the Dreamers - Arts & Academics - Vocal
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.
ALL EYES ON ME
WHATDOYOUTHINK?
Vocal majors practice to perfect their talent
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large group of students entered quickly into the theater, talking to one another. Backstage, the students made slight adjustments to their clown costumes to make sure they looked perfect on stage. The performance of “Us and Them” was about to happen. The students began to quiet down as in theater E veryone is like a big happy family, especially the eighth graders.
- Danielle Gerlach (8)
SING WITH A SMILE Focusing on a focal point, Madaline King (8) raises her arms to the sky strikes for the rehearsal. “We can sing very classical songs from musical theater,” King said, “And I like that you can be anyone but yourself.” In musical theater, King could sing, dance, and act at the same time. Photo by Aditya Jadvani
IT SEAMS I’M FINISHED Putting the finishing touches on his fabric, Samuel Rosenkranz (7) learns how to operate a sewing machine. “I was working on the French seam finish that was part of an assignment,” Rosenkranz said. The assignment was one of Rosenkranz’s favorite projects. Photo by Isabella Kjaerulff PROVING A POINT Warming up before the Jr. ITS competition, Jacob Israel (6) gives a girl constructive criticism. “I felt nervous because I didn’t want to mess up and I felt happy because I love it when I do theater,” Israel said. Pretending to be someone else was Israel’s favorite part about theater. Photo by Isabella Kjaerulff
What is your favorite part
Q: about theater?
the lights dimmed. The stage curtain opened and the play began. “I really enjoy working together to build sets,” Devika Jhaveri (7) said. “Although it can be fun there is a lot of hard work to it. A lot of that comes from having to do math with your sets and scaling things so they look just right.” There were so many different aspects of theater, above it all was a family of hard working individuals who enjoyed theater. Danielle Gerlach (8) said, “Everyone in theater is like a big happy family, especially the eighth graders. We have been with each other since the start in sixth grade, and grown ever since then.” by Michael Bole
“We’re all one big family. Even though theater is stressful at times, we still work great and have fun together.” -K’anna Hendrix (8)
“Being in Mr. Valentine’s class is my favorite part of theater. I love being in plays because I can be another character.” -Jared Teitel (6)
TO BE OR NOT TO BE Discussing the assassination of Hamlet in “Hamlet,” Noah Forgione (8) talks with his friend. “I feel that the cast did good, because during the rehearsals, we all got [the blocking] quickly,” Forgione said. In the play, Forgione was acting as Laertes, Polonius’ son. Photo by Sterling Shipp
BON APPETIT While eating lunch, Miranda Sampaio de Faria (6) acts out a scene with her friends. “Every day we would eat lunch in Ms. Tepper’s room so that we could practice with real food to make the scene more realistic,” Sampaio de Faria said. In the state competition, Sampaio de Faria and her cast mates won the title superior. Photo by Isabella Kjaerulff
STANDING IN THE SPOTLIGHT Closing the musical, Jada Johnson (8) enjoys a moment of fame. “I was ending the show, so I had to strike a pose for the audience. It was a fun experience. I like the spotlight because I am used to it,” Johnson said. In Johnson’s words, the show could be described as old-fashioned and feminine. Photo by Sterling Shipp
SEW CONFUSED To clarify directions, Janelle Puckering (7) holds up her fabric. “I love using the machine,” Puckering said. “There is a success you feel when you sew fabric.” The students were learning how to make “slumber pants.” Photo by Isabella Kjaerulff
ISABELLA “IZZY” KJAERULFF
CLIPS
CLIPS
Photography
Photography
Dance—Arts and Academics
Bustin’ at the Seams—Student Life
DREAM, DARE, DANCE
WHATDOYOUTHINK ?
Bak dancers work towards a final performance
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CONSTANT CORRECTING As he completes a combination n the barre, Nicholas Lamaina 6) gets help from his teacher. “[Dance] is a way to express yourself through movement,” Lamaina said. Tap and ontemporary were Lamaina’s avorite types of dance. Photo by Michael Bole
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
Q:
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How do you see dance in your future?
“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)
“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)
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
QUESTIONING CROWDS As the bus leaves the school, Jordan White (7), teases Hunter Goodman (7), over the noise of the other students. “I don’t really like [when] you sit with three people in a seat, you are smushed and are up against the window,” White said. White believed that the bus rules should be modified to have a maximum number of students per seat.
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
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 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 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
CLIMBING TO FREEDOM During the transition between classes, students struggle to make their way through the multitude of sweaty classmates. “I try not to get knocked over [or] go against the crowd. I dodge out of the way,” Amanda Vanner (7), said. Vanner believed that crowds in the stairwell were unsafe and hazardous, especially for smaller students.
What is the most crowded place in school?
Q:
“The courtyard after lunch because we were narrowed down to three lunches so there are more people.” -Danielle Stolack (6)
“The courtyard in the morning , but only the outside entrances [going] into the middle.” - Carlee Tew (7) “The courtyard, because everyone goes there in the morning.” -Lance Breidenbaugh(8)
BUSTIN AT THE SEAMS
THE GREAT ESCAPE Determined to get out of the crowd, Francesca Cocilovo (7), and Destiny Fava (7), focus on getting to the courtyard and out of the chaos. “[Crowds make me] very stressed out because I feel like too many things are going on at once and I can’t think straight,” Cocilovo said. Cocilovo admitted that she was claustrophobic.
Kids shoved their way through the crowds, desperate to get to class. The stairwells were filled to the brim with frantic faces and the prospect that one minor mistake might send them sprawling backwards frightened them. The buses at the end of the day were packed and the students pushed each other out of the way so that they could get a decent seat. The call for Tri-Rail sent children bolting off to grab a seat for their friends before the train became too crowded. Hastily stuffing the night’s homework in their backpack, the car riders rushed off to the car line. “You have to wait a long time for your car and the car loop is packed,” Allison Allianac, visual major (7) said. While many people rode car, Tri-Rail was also a main choice of transportation for students attending Bak. More than 300 students rode it every day from home to school and back again. Despite the choices, crowding was still an issue. “I think that [the Tri-Rail] is packed,” Isabelle Eisenberg, theater major (7) said with a thoughtful look on her face, “But if it can get me where I need to go quickly, it is fine.”
BUSTIN’ OUR WAY HOME With smiles on their faces, despite the mass of students crowding the bus, Jean Luis Montesinos (6), and Emilia Boulon (7), converse while they wait for their bus to depart. “If we were more separated, I think we would have had more fun. When we are close together, we can’t turn around and look at each other,” Boulon said. Boulon sat in the middle of the bus seat because her friend was claustrophobic.. GOSSIP GIRL Talking over the loud buzz of multiple conversations, Marina Kabellar (7), leans over the railing to chat with her friend. “A crowd is a positive bubble which can give you a sense of safety and security,” Kabellar said. Kabellar was sure that anyone could handle the stairs if they had good friends to talk to.
Many bus riders had to deal with limited seats. According to Nikita Tanguturi, communications major (6) said that sometimes, the bus driver would leave even if someone had not found a seat. “The bus comes in and everyone is standing on the road waiting to jump on the bus,” Tanguturi said, “The driver yells at you if you take too long to get to your seat.” After the journey to school in whatever mode of transportation chosen, all students had to navigate their way through the busy bustle of the hallways and stairwells during school hours. Many thought that the main sixth grade staircase was much too congested, like Praveen Anbu, visual major (8). “It’s so crowded in the mornings. I feel the back staircase should be used more often,” Anbu said, stroking his chin. Most students agreed that crowds were a nuisance, but for some, it did not make a difference. Whether crowds were a big or small deal, they affected everyone and their thoughts and mood. by Heather Rollins and Isabella Kjaerulff
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t can be challenging to get all of your schoolwork done and keep track of assignments. - Kayla Barnes (8)
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 Us - Student Life - Bustin’ at the Seams
This is for the Dreamers - Arts & Academics - Dance
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
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ISABELLA “IZZY” KJAERULFF