Bak middle school of the arts
Cora GIlbert My portfolio 2016-2017
Cora Gilbert
Cora Gilbert
Cover Letter
Resume
1725 Echo Lake Drive West Palm Beach
1725 Echo Lake Drive West Palm Beach (561) 747-3011 s28404507@stu.palmbeachschools.org March 4, 2016
(561) 747-3011 s28404507@stu.palmbeachschools.org Objective I would love to bring my enthusiasm and my skills to your yearbook staff.
Jupiter High School Yearbook Advisor 500 Military Trail Jupiter, FL 33458
Education
Dear Jupiter High School yearbook adviser,
Experience
•Completed Journalism 1 & 2 at Bak MSOA •G.P.A. 4.0 •Graduation date: June 4, 2016
Bak Middle School of the Arts Masterpiece Yearbook
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.
•August 2014 to June 2015 - People Section Editor – Designing spreads, taking photos, writing captions, writing copy, leading and editing People Section design •August 2015 to June 2016 – Arts & Academics Editor - Designing spreads, taking photos, writing captions, writing copy, leading and editing Arts & Academics Section design and elements, leading staffers
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 and captions, take photos, and design spreads for your yearbook. I was the People Section Editor on the Bak MSOA Masterpiece Yearbook during the 2014-2015 school year and the Arts and Academics editor during the 2015-2016 school year. During my time in these positions, 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.
Bak Middle School of the Arts Literary Magazine “Organized Chaos”
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.
outstanding students
•February 2015 to May 2015 – Photography Editor – Critiques and reviews all photography submissions , determines magazine’s content, ensures photo submissions meet criteria •February 2016 to May 2016 – Submissions Editor – Oversees submissions to the magazine, records and organizes publishing contracts and submission critiques Honors, Awards, and Memberships •National Junior Honor Society – 2015-2016; the NJHS is a club for middle school students who show leadership and scholarship •Duke TIP Recognition – 2012 to present; an honor by Duke University that recognizes •Bak MSOA All A’s Honor Roll – 2013-2016; recognition for outstanding grades •STAR Citizenship Award – 2013-2016; award showing participation in an honorary amount of community service
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
•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 an elite travel basketball team in 2016, played on the Bak MSOA girls basketball team from the 2013-2016 school years, won the county championships in
Enclosed: Resume
2015 References •Jessica Samons: yearbook advisor, Jessica.Samons@palmbeachschools.org •Ericka Haney: basketball coach, Ericka.Haney@palmbeachschools.org •Douglas Battle: NJHS Advisor, Douglas.Battle@palmbeachschools.org
Cora Gilbert SELF-ANALYTICAL ESSAY
I have always been interested in the technique that is used to create the
articles and photographs you see in newspapers and yearbooks. That’s why, in sixth grade, I took Journalism 1. After I finished that course, I decided that 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 last year, I put all of the skills that I learned
in sixth grade to 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
Cora Gilbert REFLECTION #1
I think that my most significant piece of work was the Artsgiving spread in the Arts and Academics section of the Bak MSOA 2015-2016 yearbook. I think that this was my best work because it had a great design, good photos, captions, and copy, and had a unique overall look because of the black background, the cobb, and the timeline. This spread was definitely a fun but challenging process. One of the challenges was interviewing. I had trouble getting students to give interesting experiences they had at Artsgiving, but with a lot of follow up questions, I was able to get usable and interesting interviews. Taking the photos for the layout was very enjoyable because of all the different activities there were to cover. One of the more grueling tasks was the design process. Although it was hard to figure out the layout of our spread, our team figured out how to place as many photos as possible on the spread to cover most of the activities while still keeping the spread unified and organized. I particularly like the photos. They are very bright and have good composition. Overall, I am very proud of the spread.
creating. 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.
This year, I learned more about design and how to take a traditional
spread and make it into a modern, exciting layout. I also learned how to organize and lead a team. I needed to learn how to be a strong leader because, as a returning staffer, I felt the need to help the new staffers and teach them as well as I was taught. I also learned how to write copy that was more specific
FIRST DRAFT OF:
ARTS & ACADEMICS SHOWSTOPPER ARTSGIVING
1 GO NOLES Joking with fellow 3 PRE-SHOW PREP Kate Deviney (6) Seminoles fan Athena Garciafixes her costume. “We were putting Bracone (7), Emma Kearns (7) on our costumes for a number shows her spirit. “[My favorite part called Kania Soli, ” Deviney said. of the pep rally was] screaming at Artsgiving was the first time Deviney Gator fans,” Kearns said. The pep had ever performed. Photo by rally was Kearn’s favorite part of Katherine Oung Artsgiving. Photo by Aditya Jadvani 4 STRIKE A POSE Jumping into a photo with her friends, Rebecca 2 SCREAM AND SHOUT Waving a Hampton (8) holds out her paint streamer during the pep rally, roller. “the finished product was really Davilia McDonald (6) cheers for the pretty,” Hampton said. The mural Gators. “I wanted to be the loudest was a chalk drawing of the Statue of and show everyone that the Gators Liberty. Photo by Jessica Samons would win, even though they ended up losing the actual game,” 5 DYNAMIC DUO Performing teacher Laura Benett’s dance, Jadyn Daly (8) McDonald said. Her favorite part and Angelina Kulu (8) enjoy their time of the pep rally was being able to hang out with her friends. Photo by off. “My favorite part of Artsgiving is having a break,” Kulu said. From the Aditya Jadvani American Dance Legacy Initiative, Benett hoped to keep dance history alive. Photo by Cora Gilbert
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ARTSGIVING Students learn to understand the depth of other majors
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DAY 2
Artsgiving
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to one event and gave more details. The last thing I learned this year was how to PDF spreads and how Adobe PDF works.
Over all, this was a valuable course to take because the writing,
leadership, and technology skills that I gained over the past two years will give me many opportunities down the road when it comes time to look for a job. Being able to use Photo Shop and Adobe InDesign and being a good writer will help me in most any job I get.
FINAL SPREAD OF:
ARTS & ACADEMICS SHOWSTOPPER ARTSGIVING
1 GO NOLES Joking with fellow 3 PRE-SHOW PREP Kate Deviney (6) Seminoles fan Athena Garciafixes her costume. “We were putting Bracone (7), Emma Kearns (7) on our costumes for a number shows her spirit. “[My favorite part called Kania Soli, ” Deviney said. of the pep rally was] screaming at Artsgiving was the first time Deviney Gator fans,” Kearns said. The pep had ever performed. Photo by rally was Kearn’s favorite part of Katherine Oung Artsgiving. Photo by Aditya Jadvani 4 STRIKE A POSE Jumping into a photo with her friends, Rebecca 2 SCREAM AND SHOUT Waving a Hampton (8) holds out her paint streamer during the pep rally, roller. “the finished product was really Davilia McDonald (6) cheers for the pretty,” Hampton said. The mural Gators. “I wanted to be the loudest was a chalk drawing of the Statue of and show everyone that the Gators Liberty. Photo by Jessica Samons would win, even though they ended up losing the actual game,” 5 DYNAMIC DUO Performing teacher Laura Benett’s dance, Jadyn Daly (8) McDonald said. Her favorite part and Angelina Kulu (8) enjoy their time of the pep rally was being able to hang out with her friends. Photo by off. “My favorite part of Artsgiving is having a break,” Kulu said. From the Aditya Jadvani American Dance Legacy Initiative, Benett hoped to keep dance history alive. Photo by Cora Gilbert
1
ARTSGIVING Students learn to understand the depth of other majors
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Artsgiving
Constance Drosakis
Raphaela Laborde and Katherine Cordova
Nathalie Palacios-Garcia William Coady
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Jillian Mersky
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DAY 2
n expanse of blue paint covered the courtyard ground, and hundreds of students milled around under the beating sun with multi-colored sticks of chalk in their hands. As the day progressed, a blank blue canvas transformed into a chalk replication of the Statue of Liberty. Artsgiving was a school-wide event that allowed students to participate in and watch performances from various majors, ranging from a combined music concert to a private session with the video announcements crew. “A lot of people thought that the visual department was crazy for trying to accomplish the chalk drawing project,” Michael Laurito visual (7) said. “But we were just trying to show people who weren’t artists what it was like to do art. [We wanted to] show them our dedication and what it takes to make art. Usually, everyone sees some of our work and thinks, ‘oh that’s a nice painting’. But this time, it was a massive canvas, and everyone got to see the process as well as the final product.” Artsgiving was arranged by Spanish teacher Christina Donnelly, who conceptualized the idea of the event in 2014. She created and distributed the schedule for the two days. “The arts teachers actually came
up with the events, I was just responsible for the organization,” Donnelly said. “[There were] workshops where the kids get to try another art field. They get put in someone else’s shoes. That’s what they [learn] the most from.” The final event at Artsgiving was the annual Gators v. Seminole pep rally, where students cheered for their teams, streamers and banners in hand. Alongside them, teachers, with microphones and college jerseys, were just as immersed in the event. “It was exciting, loud, and colorful,” Alexi Parish vocal (7) said. “People were up on the stage. They had banners and were trying to say that their team was better.” Exploring other art areas gave many students a larger appreciation for others’ talents. They learned what it took to be another major, and the hard work and determination that came with success. Laurito said, “Artsgiving is a time for the majors of Bak to show what is possible and what they are striving for. Everyone gets to show what they can do, whether it be a speech or a play. If you can do something well, you want to show people what you can do.” by Katherine Oung
Heidi Kafer
Arts & Academics/Showstopper
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Cora Gilbert
Cora Gilbert
REFLECTION #2
Reflection #3
I think that my Visual Arts spread in the Arts and Academics section of the Bak
I am proud of this photo because
MSOA 2015-2016 yearbook could have used more work. There were a few minor continuity
it has good composition. It follows the
errors on the spread and some of the photos were not as good as I would have liked them
rule of thirds and has depth of field. I am
to be.
attracted to this photo because it is very
During the process of creating this spread, I learned how to take good photos in
bright and draws the eye in.
locations where there is not much interaction and emotion coming from the people I am
IMG_1372.JPG
photographing. It was difficult to get this emotion from the students because they were working alone for the most part, instead of in group settings where they would have shown more emotion.
If I had gotten the chance, I would have gone to the art classes when they were
working together. Looking back at this spread, I like it, but I still see things that I wish I
I am proud of this photo because
it fills the frame and has depth of
could improve.
field. It also captured an interesting moment. Overall, this photo is bright and
FIRST DRAFT OF:
interesting.
ARTS & ACADEMICS VISUAL ARTS
IMG_7518.JPG
THE ART OF EMOTION A
Students explore art, their emotions, and themselves
hazy silhouette was drawn onto a smooth, brown sketchbook. Bright strokes of color splattered onto a once-white canvas. An artist surveyed her work with a careful, practiced eye, her hands stained with the colors of the rainbow. During the school year, students were given assignments that showed them the powers of creativity. “In Ms. Sherman’s class, we had to show time passing in a drawing without using a clock. I showed the sun moving through a window in my living room,” William Dhana (6) said. “It allowed me to find a different perspective on the world.
FINAL SPREAD OF:
ARTS & ACADEMICS VISUAL ARTS
I would never have done the project if I wasn’t in a visual major class and had it assigned to me. It shows that when you use your creativity, there will be interesting outcomes.” Being a visual major gave students various periods every day to work on art assignments. Their projects ranged from still lifes and cartooning, to printmaking and sculpting. “I get to have a period every day to just do art. Sometimes you just want to draw and I get to put it down on paper and be proud of it,” Kathryn Dennison (8) said. Art created a positive outlet for visual
majors to improve their self-esteem and creativity, as well as express how they felt. “I get to vent [out my] emotions when I draw. I can use art as an escape when I’m going through difficult things,” Madison Dowling (8) said. “I can create characters and worlds that I can do whatever I want with. It’s a great hobby I have had since I was younger.” “Art allows you to appreciate everything. I notice and have a higher understanding of the world,” Dennison said. “I get to be part of something that will change things.” by Katherine Oung RUNNING DRILLS Drilling into a piece of Plexiglas to make a print, Erica Schreiber (6) concentrates on keeping a steady hand. “First, you paint on the Plexiglas and then transfer it onto the paper. Then, you use the other side of the Plexiglas to drill into,” Schreiber said. When Schreiber turned in her first project, she felt like a professional artist. Photo by Cora Gilbert STRIKE A POSE Isabella Paciletti (6) stays still as she models for her classmates to draw her. “The thought that kept on going through my head was ‘Am I a good model?’ I was a bit embarrassed and worried that someone was going to get my bad side,” Paciletti said. Paciletti hoped to one day become an art teacher because art was one of her strengths. Photo by Sophia Pregadio
Beyond the canvas...
I am proud of this photo because it
shows the emotions of the step team. It also has a center of visual interest and is a very interesting photo.
What is your favorite medium to use? “I like using graphite pencil. I like shading and the textures that it makes.” Alexander Cano (6)
IMG_9527.JPG
“Acrylic. It’s easy to work with, and if you mess up, you can paint over it.” Delaney Callahan (7)
SCULPT TO PERFECTION As he rolls the clay, smoothing it out and shaping it into the sculpture he wants, Aidan Nelson (8) perfects his design. “I’ve been making sculptures for seven years and as I do more, I can expand on my knowledge of sculpting and get better,” Nelson said. Nelson enjoyed Paul Barker’s class because he got to do what he loved. Photo by Katherine Oung
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Beyond Primary Colors
BEAUTIFUL BOTANY Using a Sharpie, Isabella Franco (6) begins filling in the sketch of a plant. “I was thinking of a plant that looked scary but wasn’t dangerous,” Franco said. Thinking outside of the box was one of Franco’s favorite parts of being a visual arts major. Photo by Skyler Johnson
“Probably water color. It’s really easy and can cover large areas at one time.” Acel Suriaga (7) “CLAY”TASTROPHE Using a slab of clay, Rafael Gonzalez (8) makes a structure that is perfectly geometric. “I worked so hard on my ceramic pot. When it went in the kiln, it had air pockets that I wasn’t aware of and it combusted. It completely exploded,” Gonzalez said. After Gonzalez found out that his project had been destroyed, he was disappointed. Photo by Katherine Oung
“I like to use ebony pencil. You can get lots of different values.” Brandon Grama (8) Arts & Academics/Visual Arts
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Cora Gilbert
Cora Gilbert
Reflection #4
I think that I was an asset to the staff this year because I brought
Reflection #5
This year, I faced a few problems. When I was working on the
my enthusiasm and excitement for journalism to the table. I genuinely
band and dance spreads, my teams had difficulties finding different
enjoy writing, designing, and taking photos and I believe that this
periods when we could go in and take photos. While we were working
enthusiasm rubbed off on the rest of the staff. I look forward to going
on the P.E. spread, we had difficulties making a layout that fit the
to my yearbook class every day, and the excitement that I have helps
photos we wanted.
other people on the staff find their passion for journalism. I have a lot
of dedication to the yearbook we create.
would have talked to more of my teachers about getting excused from
class to take the photos.
I sacrifice a lot of my free time and make arrangements so I can
If I got another chance to do the band and dance spreads, I
finish taking photos or interviewing, and I am always thinking of ways
I can improve the yearbook. I also took over many other student’s jobs
at the shape of the photos on the layout before going to take pictures
if they weren’t able to finish it for whatever reason, just so my spread
so I could take them in the correct landscape. I would also make sure
could be finished before the deadline.
that the subjects in the photos I got were facing to the inside of the
spread.
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.
If I got another chance to do the P.E. spread, I would have looked
Overall, I think that I could have handled these situations better if
I had used the strategies that I mentioned earlier.
Cora Gilbert
Cora Gilbert
Reflection #6
In Deadline 1, I faced the problem of getting into the band and vocal classes and
finding exciting photo opportunities. I made it a goal to not create these problems for myself again. I also wanted to stay organized for the rest of the year and improve my photography skills. I succeeded in finding exciting photo opportunities for the rest of the year with less challenges because I started planning ahead and looking at my spreads before I took photos. I also was good about staying organized and I think that I definately improved as a photographer throughout the rest of the year.
In Deadline 3, I faced problems while working on the Artsgiving spread. We did
not have the design developed until the last minute, after the photos were taken and the event was over. This caused problems in the design later. I also waited until the last minute to interview, which caused stress in the copy writing process. I made it a goal for Deadline 4 to not procrastinate taking photos, designing, or interviewing. I succeeded in this goal because I got all my Deadline 4 spreads done early.
GOALS FOR:
GOALS FOR:
DEADLINE ONE
DEADLINE THREE
Reflection #7
I have definitely grown as a writer, photographer, designer,
and journalist this year. This year, my photography skills improved. I learned more about the elements of composition and how to use a camera, and, in turn, I took better photos.
Looking back at last years theme project, my designing
skills have improved drastically. I learned how to use other publications for inspiration and how to make my spreads more visually appealing, which allowed me to earn a higher grade on the theme project this year.
Last year, I wrote vague, boring copy that was a general
summarization of the year’s events. This year, I focused more on covering one particular event in detail.
Overall, I think that, although I will always be able to
improve my skills, I became a better staffer this school year.
Cora Gilbert
Cora Gilbert
Deadline 1 clips - Photos, captions, sidebars, copy
Theme Project - Two designs
Beyond the notes...
?
CELEBRATING 20 YEARS OF
Name (Grade), Photo by ...
Name (Grade), Photo by ...
Name (Grade), Photo by ...
Name (Grade), Photo by ...
2017
Name (Grade), Photo
A MASTERPIECE
creativity service success responsibility
Showstopper
6
scholarship teamwork happiness kindness
20 YEARS OF US
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sports divider spread sports design
TOGETHER Bak students succeed in sports with teamwork
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Divider
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“I don’t really, but I try to pack it all in after school. My schedule becomes packed quickly.” Jeffrey Crawford (6) “If something is important to you, you’ll make time [to practice] and band is important to me.” Sara Bernstein (8)
REDHAWK Practicing the song “Redhawk” in class, Aalycea Herring (6) listens to the music her class creates. “When I play, I feel like I wrote the music,” Herring said. Spending time with her friends during class made Herring enjoy being in the band even more. Photo by Cora Gilbert
sports
asketball, volleyball, softball, baseball, soccer, and track and field. All of these sports have been played for 20 years at Bak. The sports teams, throughout all of these years, had one thing in common: they were willing to work hard together. “As a team we communicated well because everyone would give advice to each other which made us all do better,” Sylvia Ng (7) said. The girls’ soccer team had the best season yet. They were undefeated throughout, even after facing challenges. The third game of the season started out terrible for them but they ended up scoring two goals in a row winning the game and continuing their undefeated season. “Our last game was the best overall because we beat Jupiter who was undefeated and that showed us that we could have done better this season,” Amber Mistry (7) said. The boys’ basketball team showed perseverance through a tough season. After facing several tough losses they found motivation winning against H.L. Watkins 5245. Throughout the season the girls’ volleyball team won half of their games. For some, the tougher games were at Jupiter, which made them play better and work as a team harder, according to captain Lara Weiss (8). The 20 years of playing these sports shows major improvements. With 54 banners lined around the gymnasium wall, anyone could see the major improvements from the beginning. by Aditya Jadvani, Tori Maxwell, and Cora Gilbert
Sports
LONE WOLF With eyes focused on his sheet music, Desmond Paparo (8) plays his trombone. “[I started playing because] my family likes to play instruments, and that’s something I liked to do,” Paparo said. Paparo believed that the hardest part of being a band major was performing alone. Photo by Heather Rollins
BEGINNING OF THE END While playing the song “American March” on the marimba, Roberto Arias (7) enjoys the ending of the song. “[My favorite part of playing the marimba is] working together,” Arias said. Arias played the lower level of the marimba. Photo by Lili Mueller
FINDING YOUR RHYTHM R CLARINET DUET Practicing their pieces, Victoria Whitlock (7) and Jaymin Zhu (6) focus on hitting the right notes. “[The best part about being in band is] when you get to finish a song, and seeing how it sounds when you’re done,” Whitlock said. During that class, the students were playing “The American March.” Photo by Heather Rollins
YORKSHIRE BAND The sounds of instruments echo through the room as Dylan Reed (7) plays the song “Yorkshire Band.” “I just really like music,” Reed said. “It’s nice to be playing it.” For several years, Reed had played the baritone. Photo by Heather Rollins
Band students who practice together, perform together
esting his hand on his trumpet, he listened carefully as band teacher Jamie Groves explained the notes she had written on the board. He was confused, unsure of the pattern he saw, consisting of eighth notes and sixteenth notes. When Groves realized her students were baffled by the new music, she decided to explain it in a different way. As she articulated her lecture, the room filled with “Oh!” and “Now I get it!” He felt the sweat on his forehead fade as he let himself play the notes, as did the rest of his class. The music flowed throughout the room, providing a calm environment. “It makes me feel happy when I
hear the sounds of my instrument,” Mason Lenehan (6) said. “I started playing an instrument when I was six years old because I loved the sound of instruments playing together.” Band members were expected to learn the music over a course of days and be ready to play together. Most students developed a method to manage their time. “I practice with classical band music first, then all of my jazz music, then I do all of my scales my trumpet teacher gives me,” Jonathan Tordi (6) said. Instruments were a large commitment for some, leaving very little time for other activities. Sometimes, though, playing an instrument had its bad days.
Beyond Primary Colors
“I started playing because my friend wanted me to be in the school band at my old school. I didn’t really want to, but when I auditioned for this school, it encouraged me to play more,”Justin Delgado (8) said. Music was more than a pastime; it was a way of life. “After becoming so involved in music, I developed a passion. Now, I think I want to minor in music,” Skylar Rose Margolin (8) said. From practice to method, the moment that counted for the musicians were the concerts. Margolin said, “After working so hard on something, you want to perform your best. You don’t want all your hard work to Arts & Academics/Band 25
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“It’s difficult, but I try to find time after my homework, but before dinner.” Nicholas Vogel (6)
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“I try to find time to practice whenever I have time open.” Connor Richter (6)
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2016 - 2017
showstopper spread student life design
How do you balance school and music?
Beyond the voices... Who is your inspiration?
“Adele. All her songs are passionate and beautiful. I love the way she sings them.” Jennifer Pierre (8) “The Beatles. They inspire me because they’re good and I want to make good music.” Alexi Parrish (7) “Generally, my inspiration is my family and friends because they’re always trying to look out for me and trying to progress themselves.” Shweta Pandit (7) “Nirvana. They have really good music., and they’re rich.” James Marhee (7)
QUESTIONABLE BEHAVIOR Raising her hand to answer her teacher’s question, Leeann Mackillop (8) thinks about the characteristics of the song they are practicing. “It’s really hard to get a group of people to focus and to practice at home,” Mackillop said. Mackillop preferred to sing in a group rather than a solo. Photo by Cora Gilbert FLYING SOLO Practicing her solo in front of her class, Alexandra Watson (7) beats her anxiety. “I get nervous sometimes [when I perform solos], but the experience is fun,” Watson said. In elementary school, Watson’s music teacher influenced her to start singing. Photo by Cora Gilbert
BANDING TOGETHER Rehearsing a song with his class, Benjamin Meller (6) sits up straight and focuses on the music. “I’d rather sing in a group because I’m in a band. I would feel more comfortable, and I could interact with them,” Meller said. Singers on the radio were Meller’s inspiration. Photo by Joel Soto
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SIGN LANGUAGE Practicing solfege, Luca Riley (6) tries to perfect his pronunciation. “The hardest part [about singing] is getting the vowels,” Riley said. He began singing in the third grade in his elementary school chorus. Photo by Joel Soto
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Beyond Primary Colors
WATCH OVER ME As she thinks about what line comes next in the song, Grace Swanson (8) works on her technique. “The hardest part [about singing] is training your voice to hit notes out of your range,” Swanson said. The ensemble was performing “Someone to Watch Over Me.” Photo by Cora Gilbert
Vocal majors work hard to achieve their goals
djusting her shirt, she nervously walked to the front of the classroom and cleared her throat. As she looked at her sheet music one last time, the eyes of her classmates burned into the back of her head. She tapped her foot, trying to remember the melody that she had practiced so many times before, and prepared to begin her assessment. “On some of the tests, we have to sing in front of the whole class, but I don’t want to get nervous and fail,” Sydney Horan (6) said. “[I want] to do my best in performances, and to do great on my tests.” Many of the singers practiced for multiple hours a day to perfect their voices. In order to understand their
music, be able to confidently perform the pieces, and achieve perfection, they needed to be dedicated. “I practice every day for about an hour, unless I have geometry homework,” Kate Richman (8) said. “I practice the notes, rhythms, dynamics, breathing, and pitches.” “[I practice for] probably around two hours [each day], including school. [Practicing] affects you because you learn more. If you didn’t practice, when you went to perform, you wouldn’t sound the best you could be,” Horan said. While some of the singers only felt excitement for the new year, others felt more anxious about the upcoming events. “I’m most nervous about the
performances we’re going to have, because a lot of people will come, and I’m not used to performing in front of a large number of people,” Hoyt Rielly (7) said. Although being in the vocal department was a major that required a lot of hard work and rehearsal, it was definitely a beneficial experience for the singers. “[I started singing] eight years ago. It was my passion and it was a hobby that I really liked,” Rielly said. “The most rewarding part [about being a vocal major] is learning how to sing, getting better at your passion, and performing for other people.” by Cora Gilbert Arts & Academics/Vocal
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Cora Gilbert
Cora Gilbert
Deadline 2 clips - Photos, captions, sidebars, copy, design
Deadline 2 clips - Photos, captions, sidebars, copy, design THE ART OF EMOTION A
visual arts Spread Arts and Academics Photos, sidebar, Captions
I would never have done the project if I wasn’t in a visual major class and had it assigned to me. It shows that when you use your creativity, there will be interesting outcomes.” Being a visual major gave students various periods every day to work on art assignments. Their projects ranged from still lifes and cartooning, to printmaking and sculpting. “I get to have a period every day to just do art. Sometimes you just want to draw and I get to put it down on paper and be proud of it,” Kathryn Dennison (8) said. Art created a positive outlet for visual
majors to improve their self-esteem and creativity, as well as express how they felt. “I get to vent [out my] emotions when I draw. I can use art as an escape when I’m going through difficult things,” Madison Dowling (8) said. “I can create characters and worlds that I can do whatever I want with. It’s a great hobby I have had since I was younger.” “Art allows you to appreciate everything. I notice and have a higher understanding of the world,” Dennison said. “I get to be part of something that will change things.” by Katherine Oung
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RUNNING DRILLS Drilling into a piece of Plexiglas to make a print, Erica Schreiber (6) concentrates on keeping a steady hand. “First, you paint on the Plexiglas and then transfer it onto the paper. Then, you use the other side of the Plexiglas to drill into,” Schreiber said. When Schreiber turned in her first project, she felt like a professional artist. Photo by Cora Gilbert STRIKE A POSE Isabella Paciletti (6) stays still as she models for her classmates to draw her. “The thought that kept on going through my head was ‘Am I a good model?’ I was a bit embarrassed and worried that someone was going to get my bad side,” Paciletti said. Paciletti hoped to one day become an art teacher because art was one of her strengths. Photo by Sophia Pregadio
Beyond the canvas...
What is the weirdest thing that has ever happened to you while you were teaching?
What is your favorite medium to use? “I like using graphite pencil. I like shading and the textures that it makes.” Alexander Cano (6) “Acrylic. It’s easy to work with, and if you mess up, you can paint over it.” Delaney Callahan (7)
SCULPT TO PERFECTION As he rolls the clay, smoothing it out and shaping it into the sculpture he wants, Aidan Nelson (8) perfects his design. “I’ve been making sculptures for seven years and as I do more, I can expand on my knowledge of sculpting and get better,” Nelson said. Nelson enjoyed Paul Barker’s class because he got to do what he loved. Photo by Katherine Oung
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P.E. Spread Arts and Academics Photos, sidebar, Captions, Copy
Students explore art, their emotions, and themselves
hazy silhouette was drawn onto a smooth, brown sketchbook. Bright strokes of color splattered onto a once-white canvas. An artist surveyed her work with a careful, practiced eye, her hands stained with the colors of the rainbow. During the school year, students were given assignments that showed them the powers of creativity. “In Ms. Sherman’s class, we had to show time passing in a drawing without using a clock. I showed the sun moving through a window in my living room,” William Dhana (6) said. “It allowed me to find a different perspective on the world.
BEAUTIFUL BOTANY Using a Sharpie, Isabella Franco (6) begins filling in the sketch of a plant. “I was thinking of a plant that looked scary but wasn’t dangerous,” Franco said. Thinking outside of the box was one of Franco’s favorite parts of being a visual arts major. Photo by Skyler Johnson
Beyond Primary Colors
“The third year I was teaching, I . accidentally hit the eyewash station The water went right up and hit my head. I basically took a shower in class.” Tracy Smith, science
“Probably water color. It’s really easy and can cover large areas at one time.” Acel Suriaga (7) “CLAY”TASTROPHE Using a slab of clay, Rafael Gonzalez (8) makes a structure that is perfectly geometric. “I worked so hard on my ceramic pot. When it went in the kiln, it had air pockets that I wasn’t aware of and it combusted. It completely exploded,” Gonzalez said. After Gonzalez found out that his project had been destroyed, he was disappointed. Photo by Katherine Oung
“I like to use ebony pencil. You can get lots of different values.” Brandon Grama (8) Arts & Academics/Visual Arts
in “One of my students would bring a different type of insect in a little case every class. It was definitely a different experience for me.” Alyssa Vaknin, communications
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Physical education allows students to stay active and participate in team sports learned how to pass which helps me get more points. It took a while and required a lot of skill to be able to pass well.” By improving their skills in P.E., students learned how to be more successful in athletic activities that took place both in and out of school. However, the students would not have been able to improve if they had not tried their best during class. “If you want to get better, then you have to pay attention,” Park said. “If you just want to joke around and have fun, then you pay less attention and use less effort.” Many of the students in P.E. had a passion for learning about fitness and wanted to stay healthy.
BALL IS LIFE Conversing with a fellow teammate Jaylen Sanders (8) and Nashani Gilbert-Taylor (8) talk about the events of the basketball game. “I’m the only girl and it’s more competitive with the boys,” Gilbert-Taylor said. “[I have] better ball handling. The guys use more pressure than the girls so I get better control.” In the basketball class, students would participate in warm-ups such as layup lines. Photo by Skyler Johnson
Beyond the sport... How do you stay active?
“I play tennis. It keeps me active because you play by yourself and you have to rely on yourself to win.” Diksha Gupta communications (6) “Every morning I go for a bike ride.” Edward Force theater (8)
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Beyond Primary Colors
WARM-UPS During the beginning of class, William Dhana (7) completes his sit-ups to prepare for the activities he would participate in. “[My favorite activity is] capture the flag,” Dhana said. “I always win.” Playing outside was Dhana’s least favorite part of P.E. because of the heat. Photo by Cora Gilbert
“I ride my bike and go for walks.” Benjamin Salazar strings (7) HIT IT RIGHT ON THE NOSE Swinging the bat during a game of baseball, Adam Wenta (6) enjoys the class. “We get to play fun games and play with our friends,” Wenta said. Kickball was Wenta’s favorite activity. Photo by Madison Elliott
“I play soccer. It keeps me active because I play defense and it makes you run a lot.” Alexa Revo vocal (6) Arts & Academics/Physical Education
Cathy Barnes, Math Douglas Battle, Social Studies Dusty Bauer, Asst. Principal Benjamin Baxley, Communications Nancy Beebe, Strings
Sharon Campbell, Social Studies David Cantor, Science Kimberly Carey, English LA Nancy Carlson, Reading Mary Carson, Science
“I wanted P.E. because I enjoy playing [sports],” Levon Blackshear band (7) said. “I don’t want a class where I just sit around, and I like to be active.” When some students began their first P.E. class, their nerves got the best of them. But, in time, they found their strength and learned how to succeed in P.E. “At first I hated it, but I’ve grown to like it,” Ava Murray communications (6) said. “I’ve become more athletic and fit.” “[When I began P.E.] I was scared, because I didn’t know what we were going to be doing,” Cora Gancarz visual (6) said, “But now, I’m confident.” by Skyler Johnson and Cora Gilbert
“I had a student throw up all over their desk once without warning because she was so nervous about a test. It was silent in the room, and all of a sudden, the puke was everywhere.” Doug Battle, social studies
JUST JUMP Beginning a volleyball game in class, Lara Weiss (8) takes a jump serve. “The best part [about being in P.E.] is getting better and learning,” Weiss said. Staying active was the reason Weiss enjoyed playing volleyball. Photo by Cora Gilbert
BUMP IT Hitting the ball to her partner, Natalia Sanchez (7) warms up before class. “My favorite part of volleyball class is that you have lots of fun, but at the same time you’re getting exercise and learning how to play volleyball,” Sanchez said. Sanchez was practicing for an in-class game. Photo by Cora Gilbert
Angie Bailey, Nurse Joe Balsamo, English LA Dyan Barefoot, English LA Glen Barefoot, Visual Arts Paul Barker, Visual Arts
Tammy Bejarano, Media Clerk Summer Bendfelt, ESE Coordinator Randy Booth, Theater A/R Anne-Marie Bouchard, French Maria Cabrera, Student Serv.
MAKING FITNESS FUN he fluorescent lights in the gym reflected on the freshly polished floor. The smell of polyurethane drifted through the air and the echo of a whistle blow bounced off of the bleachers. A basketball ricocheted off of the backboard as students yelled to their teammates, “Rebound! Rebound!” In physical education, students learned skills that impacted their performance as athletes. One of the classes available was basketball, where the students ran drills and were taught various skills like ball handling and how to pass effectively. “We shoot layups and practice jump shots,” Jin-Seong Park piano (8) said. “I
Sean Ache, Technology Lourdes Alonso, English LA Erin Amico, Theater Michelle Ashley, Math Roberta Azrak, Nurse
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Stephanie Chesler, Visual Arts Misty Connelly, Asst. Principal Leanne Cornwell, Math Kevin Cripanuk, Band Rossana De la Roche, Admin. Secretary
Melanie Deangelis, Math Michelle Desilva, Social Studies Erin Destito, Math/Music Christina Donnelly, Spanish Connie Drosakis, Music
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Cora Gilbert
Artsgiving showstopper Spread dance Spread Arts and Academics Arts and Academics Photos, sidebar, Captions, Design Photos, sidebar, Captions, copy
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FROM CLASSICAL TO CONTEMPORARY Dancers branch off into different styles of dance
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s the music began, the dancers slowly got up and performed deliberate, defined movements to the beat of the song. The pace of the song quickened, and the girls ran to the side of the room as a new group took the stage, with movements that were faster than before. Guest teacher, Lara Bennett, had taught the dancers this choreography, unlike other dances performed at Bak. “Our organization, [the American Dance Legacy Initiative], is about keeping dance history alive and passing it on the next generation. We bring dances from famous choreographers [to the school]. Some
are contemporary, some are more historical,” Bennett said. “[The Bak dancers] work hard, are dedicated, focused, and open. The teachers are committed to bringing the students to another level.” Styles of dances learned at school varied from contemporary to tap to jazz. Ashley Labbe (8) enjoyed learning all the different styles of dance taught at Bak because it made her a more wellrounded dancer. “You can express yourself more in these styles by doing loose and flowy movements,” Labbe said. Along with learning about all of the different genres, professional dancers
who took unique paths inspired dance majors. “I look up to Savion Glover and Alvin Ailey,” Alexander Thomas (7) said. “They have special techniques that I want to learn.” During the school year, dancers were presented with the challenge of learning choreography from guest teachers who introduced them to new styles of dance. “I like dancing at Bak,” Labbe said. “We get a lot of guest teachers that can teach us different, unique, and more challenging styles of dance other than ballet that we aren’t being introduced to in our studios [outside of school].” by Cora Gilbert and Joel Soto
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CORRECTIONS As guest choreographer Cristopher Huggins corrects his position, Brenan Gonzalez (7) aligns his hips. “[Huggins] was very friendly and he wasn’t mean about anything. He taught us in a way where you learned, but also fixed your mistakes,” Gonzalez said. The guest choreographer was involved in the class and talked to everyone, Gonzalez said. Photo by Joel Soto AIRBORNE Practicing a dance in class, Jemma Prizzi (8), Riannon Rintamaki-Wolin (8), and Rachel Abelenda (8) lift up Zoe Robins (7). “[In this dance], we get to pretend that we’re water. It’s cool to imagine that,” Prizzi said. The most challenging part of the dance for Prizzi was that it was fast paced. Photo by Cora Gilbert
Beyond the steps...
What is your favorite position and why?
BEYOND PRIMARY COLORS
“Fifth position, when your toe touches your heel. It’s my favorite because that’s how most combinations start.” Ria Barnes (6) “Second position, when your legs are past hip width. It’s my favorite because it makes the jump more elegant and easier to do.” Alexander Thomas (7) “Arabesque, the longest position, because it makes you extend your arms and legs. It’s my favorite because it makes you feel free.” Anna Ceruti (7)
JUMPING TO THE BEAT Jumping up on cue, Kevin Stricker (6) practices a switch called a shangma. “Dance is great because you get to express your motions through the movements of your body,” Stricker said. Stricker’s sister was his inspiration to start dancing. Photo by Brandon Lee
“Fifth position, because it’s when your legs are crossed and turned out. It’s my favorite because it’s hard to hold which challenges me.” Alexa Olivier (8) 28
Beyond Primary Colors
1 GO NOLES Joking with fellow 3 PRE-SHOW PREP Kate Deviney (6) Seminoles fan Athena Garciafixes her costume. “We were putting Bracone (7), Emma Kearns (7) on our costumes for a number shows her spirit. “[My favorite part called Kania Soli, ” Deviney said. of the pep rally was] screaming at Artsgiving was the first time Deviney Gator fans,” Kearns said. The pep had ever performed. Photo by rally was Kearn’s favorite part of Katherine Oung Artsgiving. Photo by Aditya Jadvani 4 STRIKE A POSE Jumping into a photo with her friends, Rebecca 2 SCREAM AND SHOUT Waving a Hampton (8) holds out her paint streamer during the pep rally, roller. “the finished product was really Davilia McDonald (6) cheers for the pretty,” Hampton said. The mural Gators. “I wanted to be the loudest was a chalk drawing of the Statue of and show everyone that the Gators Liberty. Photo by Jessica Samons would win, even though they ended up losing the actual game,” 5 DYNAMIC DUO Performing teacher Laura Benett’s dance, Jadyn Daly (8) McDonald said. Her favorite part and Angelina Kulu (8) enjoy their time of the pep rally was being able to hang out with her friends. Photo by off. “My favorite part of Artsgiving is having a break,” Kulu said. From the Aditya Jadvani American Dance Legacy Initiative, Benett hoped to keep dance history alive. Photo by Cora Gilbert
{ Travis Philius
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Artsgiving
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tudents made posters in social studies, incorporating artistic abilities into everyday learning. The mariachi song echoed down the world language hallway. Teachers showed videos of people dancing and singing to help their students memorize mathematical concepts. By using artistic methods of learning, Bak students were able to achieve some of the highest FSA scores in the state, according to GreatSchools. Some teachers, such as Anne-Marie Bouchard, incorporated games, such as bingo, into her French curriculum in order to keep students’ attention. “To play French bingo, we have to put any French words on our bingo sheet. The teacher calls out words, and we mark them off on our paper,” Marco Flavio visual arts (8) said. “If we get bingo, then we have to go up to the front of the class and pronounce the five words in our bingo as best we can. If we do, then we get to claim our prize.” According to Scholastic.com, “hands-on” learning stimulates a student’s mind better than any other method of learning. Judy Dodge, author of “25 Quick and Formative Assessments for a Differentiated Classroom,” said “if you’re only listening, you’re only activating one part of the brain, but if you’re drawing and explaining to a peer, then you’re making connections in the brain.” Research showed that when students worked together on projects, they grasped concepts quicker. “[In Mr. Miller’s class], we use Google Docs, which is a program like Word. You can have your whole group working on one document and see who is typing things. It’s the best class ever,” Vail Benedetto dance (8) said. The arts were good for kinesthetic learners, according to the Association for Supervision and Curriculum Development, hands-on science experiments were a favorite among students. “We paired up with partners, got our sand with minerals, and placed the pan in the water. We shook it on the ridge, looked for the minerals, and repeated that process,” Rachel Hobbs vocal (6) said. Because of the arts, students excelled in academics. Students went beyond primary colors. by Heather Rollins and Brandon Lee
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ARTSGIVING A
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Students learn to understand the depth of other majors
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BOURRÉE Gracefully twirling in a small circle with three other dancers, Savannah Jones (7) performs on stage at the 19th annual winter performance. “During the performance, I was slightly nervous, but very excited to be performing for my friends and my family,” Jones said. Her favorite dance style was jazz because of the sharp, fast-paced movements. Photo by Sophia Pregadio
Raphaela Laborde and Katherine Cordova
Nathalie Palacios-Garcia William Coady
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DAY 2
n expanse of blue paint covered the courtyard ground, and hundreds of students milled around under the beating sun with multi-colored sticks of chalk in their hands. As the day progressed, a blank blue canvas transformed into a chalk replication of the Statue of Liberty. Artsgiving was a school-wide event that allowed students to participate in and watch performances from various majors, ranging from a combined music concert to a private session with the video announcements crew. “A lot of people thought that the visual department was crazy for trying to accomplish the chalk drawing project,” Michael Laurito visual (7) said. “But we were just trying to show people who weren’t artists what it was like to do art. [We wanted to] show them our dedication and what it takes to make art. Usually, everyone sees some of our work and thinks, ‘oh that’s a nice painting’. But this time, it was a massive canvas, and everyone got to see the process as well as the final product.” Artsgiving was arranged by Spanish teacher Christina Donnelly, who conceptualized the idea of the event in 2014. She created and distributed the schedule for the two days. “The arts teachers actually came
up with the events, I was just responsible for the organization,” Donnelly said. “[There were] workshops where the kids get to try another art field. They get put in someone else’s shoes. That’s what they [learn] the most from.” The final event at Artsgiving was the annual Gators v. Seminole pep rally, where students cheered for their teams, streamers and banners in hand. Alongside them, teachers, with microphones and college jerseys, were just as immersed in the event. “It was exciting, loud, and colorful,” Alexi Parish vocal (7) said. “People were up on the stage. They had banners and were trying to say that their team was better.” Exploring other art areas gave many students a larger appreciation for others’ talents. They learned what it took to be another major, and the hard work and determination that came with success. Laurito said, “Artsgiving is a time for the majors of Bak to show what is possible and what they are striving for. Everyone gets to show what they can do, whether it be a speech or a play. If you can do something well, you want to show people what you can do.” by Katherine Oung
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Beyond Primary Colors
OPEN ARMS Spreading his arms wide, comic book artist George Perez welcomes visual arts and communications students to attend his master class. ”One of the things about creative art is that you don’t use a lot of your imagination. Unless you live in a cave, you use outside experience,” Perez said. Telling a story was Perez’s favorite thing when creating comic books. Photo by Jessica Samons
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