Tori Maxwell Portfolio 2016

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4991 Bonsai Circle Unit 111

4991 Bonsai Circle Unit 111

Palm Beach Gardens, FL 33418

Palm Beach Gardens, FL 33418 561-818-9927

561-818-9927

Torimaxwell1027@gmail.com

Torimaxwell1027@gmail.com March 11, 2016

OBJECTIVE To bring time effectiveness, team work, and new designs and ideas to your business.

A.N. Robinson Graphic Artist

EDUCATION

Funimation

 Completed grades K-7 at Timber Trace Elementary and Bak Middle School of the Arts

6851 NE Loop 820 Suite 400 Fort Worth, TX 76180

 G.P.A.: 4.0

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 SAT SCORE READING: 580

Dear Antimere Robinson,

EXPERIENCE The role of being a Graphic Designer is something I’d love to be able to do and have the experience with. I’ve watched many of the animes you broadcast like Fairy Tail, Black Butler, Assassination Classroom, Attack on Titan, Soul Eater, Hetalia and so many more and have enjoyed every minute of watching them. I’d like to apply for an internship during this upcoming summer because I believe I can help improve your company even more than it already is and gain more experience.

As a photo editor of my middle school yearbook, I have mastered the skills in Abobe Photoshop and InDesign. Furthermore, I have taken a class for Intro to Digital Media which has taught me a little about Adobe Illustrator even more about Photoshop and how to design logos, items, and add people and edit them. I have conducted interviews with people that I’ve never met before, taken photos while trying to get a unique angle, and have written and revised and edited copy on my spreads to be interesting and concise. I’ve worked in multiple team environment so I have learned how to work with others and communicate with them while still making deadlines. My experience with these areas would help me directly with the Graphic Designer position.

 Masterpiece Yearbook, Bak Middle School of the Arts 

Aug 2015-2016. Photo Editor. Meet deadlines, prepare, download, write copy, take photos, interview and help staffers

RELEVANT MIDDLE SCHOOL STUDIES Journalism, Yearbook, Intro to Graphic Design, Intro to Digital Art, Speech and Debate, ENG, Intro to Video Production, Radio HONORS, AWARDS AND MEMBERSHIPS Honorable Mention in ArtiGras, 2012

I know that your company works to please viewers and needs to meet deadlines on time. Also, that you need to spread your name out there even more to get more business. After producing a yearbook I know how to meet deadlines, appeal to the audience, and to do everything the right way, not the easy way. We try our very best to make sure every student is in the yearbook, may it be captions, photos, copy, side bar or anything else, once. I am more than willing to do my best and go above and beyond to meet the requirements given to me.

I appreciate your consideration of giving me an internship, yet I feel that an interview would allow me to personally express my capabilities to you directly. I have attached a detailed resume of my experience to further illustrate my qualifications. I appreciate your consideration, and I look forward to hearing back from you soon.

Gold key in Scholastic Art and Writing for Critical Essay, 2016 an award granted to a student for superb writing or art that is graded by multiple judges.

Battle of the Books, 2011-2016 You are with a team consisting of 2-5 people and are tested on 15 books that were awarded being Sunshine State Young Reader Award rd d Book I’ve won two times in a row by passing the first online tournament with my team and going to the second tournament face to face with another school live in Ten Stu Studios. udios.

Active Tennis Player, 2009 I started tennis in first grade and have continued in middle school. I have been in one doubles tournament and got first and have been in n multip singles tournaments. I have done summer camp for tennis weeks in a row and have grown better over time. From doing it one day a week for an hour I now do two o days week with other skilled players for an hour and a half.

REFERENCES Respectfully yours, Tori Maxwell

Enclosed: resume

Business Letter

 Vicki Maxwell: Mom. 561-385-3736  Mike Perales: Tennis Coach. 561-494-4848  Jennifer Oliver-Gardner: Battle of the Books Sponsor. 561-373-5758

Resume

I got started in journalism when I took Journalism 1 in 6th grade. In that class we learned how to interview, write copy, write leads, write captions and more. I learned how to write all different types of copy like sports and about people. In addition, I learned just how much is put into copy with transitions and quotes, word limits, and grammar checking. At the end of the year, we were offered to fill out an application to try out for the Masterpiece Yearbook. I did that, filling out the caption and the copy requirements along with the rest of the packet.

Throughout this year, I have learned to meet deadlines on time with my teammates. In addition, I learned to communicate with teammates so we aren’t caught by surprise. For example, when I was on sports spreads, many times people would say last minute they couldn’t make it and then we had to run around to figure out who could take their place. This resulted in me knowing that you have to be flexible with unexpected situations. Also, when deadlines would come up, I learned it’s best to have everything done and not wait till the last minute for everything. Furthermore, due to my position, I learned how to download and prepare photos correctly. I also learned how to correctly take photos when in the field and how to conduct thorough interviews with time in mind. Another thing I learned was how to use InDesign with placing elements, designing spreads and more.

This was a valuable course due to it letting me learn how to use new soft wares, letting me experience how it is to work in a deadline oriented environment, and improving my writing skills. Furthermore, it helped me cooperate with others and learning how to stay focused on one task. All of this will help with my future education, work and everyday life.

In the future I can use what I’ve learned about soft wares, working in a time oriented environment, working with others and more for my future life in education and work.

Self-Analytical Evauation

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Going live in five, four, three...

I

t was the first period of the day. The crew filed into the studio. Each student knew exactly where to go: the anchors marched to the desks, the floor director waited by the cameras, and the rest trailed into the control room.

Every job was equally essential and important to the production of the show. From being engaged behind the scenes to working in front of the cameras, all the students were able to experience every job.

“My favorite job is producer because I love overseeing the show and getting to work with everybody,” Mara Vaknin communications (8) said.

“The producer is the creative director who gets to make decisions on what the show will look like.”

Since the students had the opportunity to experience every job, they were able to acquire skills that they would be able to take with them for their future professions.

“Morning announcements gives me an array of skills that can be applied to multiple amounts of jobs in the communications field in the future,” Samuel Hahn communications (8) said.

It was almost time to air the show. The director gave the signal that there was a one minute countdown.

The anchors sat up straight and smiled into the camera. It was time to go live.

by Sophia Pregadio

Students read and practice for tournaments

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fter waiting for the final dismissal bell, the members of the Battle of the Books team filed into Jennifer Gardner’s class for their weekly Monday meeting. After putting down their backpacks and signing in, they went into three groups with an iPad. They then went on Cranium Core, a software that quizzed them on books. This helped the members prepare for both the qualifying tournament and final tournament. Gathering in groups, writing questions, reading the Sunshine State Young Reader Award (SSYRA) books, and being tested on them were all things they did.

“Cranium Core helps with teamwork by letting me discuss with my group an answer we think is correct,” Sreenidhi Nidamanur communications (7) said.

There were new and old members, some with prior experience. Some felt like Lili Mueller, communications (8) that Battle of the Books in elementary school was more friend oriented, while in middle school it was more competitive.

“I like the reading aspect and having a competition over something I love,” Franco Vidal communications (6) said.

The goal for everyone was the same, to win the preliminary online tournament.

Andrea Engativa dance (6) said, “Last year Bak MSOA won, so I have high expectations.”

by Tori Maxwell 130 130 Coloring Col o oring g Outside Outsid id de of the the Lines Lin i es

Directors, producers; VA Period 1

Future Anchors; VA Period 2

LIKE A PROFESSIONAL The director of the show, Kristina Robinette (8) communications, shouts orders to the anchors. “A professional from the KVJ radio show came in with her daughter for a tour of the set. We were all silently freaking out, but we all knew we had to get it together to impress her,” Robinette said. Robinette was anxious about making the show perfect to air for the whole school to see. Photo by Aditya Jadvani

HAVING A GOOD TIME Laughing at a joke, Sasha Monaco (8) and Payton Hart (8) get ready for their rehearsals and live show. “My favorite job is anchor because I am able to present the news to the rest of the school,” Monaco said. Video announcements taught her valuable skills such as speaking in front of a camera. Photo by Sophia Pregadio

Hardcore Cranium; Battle of Books

GETTING READY To prepare for the online Battle of the Books tournament, Murleve Roberts (7) (left) and Sreenidhi Nidamanur (7) practice the book “Tesla’s Attic” by Shusterman and Elfman on Cranium Core. “Cranium Core helps me get familiar with books I’ve read and analyze them further. Also, it helps me get more familiar with books I’ve yet to read,” Roberts said. They practiced every Monday after school to insure they were acquainted with the books that were quizzed in the tournament. Photo by Tori Maxwell

Find the Rhythm; Step Team

STEP UP Taking a deep breath to calm her nerves before their Artsigving presentation, Elena Brown (7) performs a step that the team worked to perfect and take to the next level so they can perform well at competitions in the spring. “We have good discipline so we can work harder to be the best team possible,” Brown said. She attributed their success to the long hours of practice and dedication of the members at every competition, winning against teams from other schools. Photo by Cora Gilbert

Students gain experience for the future

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he kids sat in anxiety, waiting for the students on the PA system to finish speaking so they could start the show. They waited, tapping their fingers on the counter. The anchors looked around and the features reporter rocked on his feet. The students over the PA system finished speaking, and the opening video started.

A prerequisite for Video Announcements was a seventh grade class called TV Production. This gave students an idea of what to do before they started creating a live show next year.

“I wanted to join Video Announcements because I enjoy producing a daily news show,” Amanda Vanner (8) said. “I’ve had prior experience doing similar assignments and I really liked all the aspects of the process.”

Students had various opinions on what made their show worthwhile, but most of the students agreed on at least one reason: the crew.

Vanner said, “What really makes Video Announcements what it is, is the crew and the people working on it because each show reflects the personality of the crew.”

by Aditya Jadvani

Students step their way to the top

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f a student were to go to a Step Team meeting, they would be able to see the dedication in the student’s eyes. The hard work they put into their rehearsals. The respect they had for club sponsor Shakendra Moorer, and above all, their relationship as a team.

They never stopped trying to improve their team and would practice late, sometimes even into the weekends if it meant they would get better on their step. Moorer found unique ways to teach the students that connected with them and helped them easily understand the step.

“Mrs. Moorer will split us up into groups depending on which part of the step that we’re in. Then she’ll come to us individually and show us how to do the step so that we completely understand it,” Raphaela Laborde theater (8) said.

The students worked hard and relied on each other for support and guidance during the season.

“We help each other and make sure everyone does well. Mrs. Moorer gave us buddies we rely on. It helps us do the best we can,” Laborde said.

The students on the Step Team were determined to do well and did everything possible to get there.

They started off their season with a win at their first competition with greatness yet to come.

by Skyler Johnson Clubs Club bss and an a nd nd Organizations/VA Orrgan O aniza an z tittio i n ns/ s/VA A 1,2/B.O.B/Step 1,2 1 2/B //B. B O.B O /S /St SStep e Team

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My most significant piece of work this year is my Battle of the Books spread. I was on one of the three clubs and orgs spreads and I had wanted to be put on the Battle of the Books one due to me being in that club. In that spread I had to write copy, a caption and take pictures on my own. I decided to do my interviews during the club so I would get more in depth quotes and also took pictures during that time which was very simple to do. When I started the copy I tried using quotes from all grades and majors and it was easy writing the transitions due to me having background information and getting thorough quotes. At first my transitions where out of order and my copy was to long. Once it went through peer review though, I deleted some parts and revised what I had left. In addtion to the copy, I also wrote and had revised my caption and photo to fit the spread. I was proud of all this because I met the deadline while liking my part of the spread.

Reflection 1

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What classroom item could you not live without?

I learned from this sidebar that you can’t wait till the last minute since it’s not smart and unexpected events can happen. My teamate and I did good but we forgot to include the teachers name so if I were to do it next year I would make sure to add that. I feel that besides that we did pretty good.

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My menorah because it’s beautiful and it has a strong meaning. I have a very strong heart to Judaic people.”

I like this picture because it has the center of interest in it, there is action, it follows the rule of thirds and the ball is in it. I like how I have the player going for the point and it makes you feel like you’re there at the game.

JUPITER_AWAY_TORI.jpg

Although this picture was not published, I liked how I got teacher interaction and the students participating in the dissection. I got emotion in the picture and it shows how the students feel.

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I like my clickers because I get an immediate response.”

People Section/Faculty

Reflection 2

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This was the dominant for girls’ volleyball spread and I love how I got the center of interest with the ball and the action she was doing. It makes the person viewing the photo see what the players have to do in the game..

DOMINANT_TORI_DUNCAN_AWAY.jpg

Reflection 3

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Dinosaur poop because not everybody has dinosaur poop.”

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I was an asset to this year’s staffs because I can work well with others and am determined in what I do. Furthermore, my schedule was flexible so I was able to make up for people not being able to take photos after school unexpectedly. In addition, when in groups, I was able to work well and communicate with others no matter if I was friendly with them or not and meet the deadlines with them. I also tried my best to get all different grades and majors in different spreads without repeating students due to us trying to include each student in the yearbook once. This is shown in my Battle of the books spread since I got at least one quote from each grade even though there was only one eighth grader participating. I also was photo editor which made me responsible for not just the spreads I was assigned but also downloading and preparing photos. This I checked in the beginning of each class to make sure we were all caught up and didn’t have to worry about being in a crunch when we neared deadlines. Another way I’m an asset to the team is my capability to not getting distracted. I always worked on the computers in class so I wouldn’t get distracted and stay on task since it was a much quitter environment. In addition, I wasn’t afraid to ask a fellow classmate for help if I didn’t know how to do something or understand it.

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One problem I faced when making the yearbook was girls’ basketball and girls’ volleyball always having people suddenly saying that day they couldn’t make it that day.

For example, on girls’ basketball one team member unfortunately couldn’t come to class and the other was only there for half the time and missed the first game though they said they’d cover it. This resulted in my last teammate and I covering all the games except one that a different teammate covered. Another problem was when people would give me and the other photo editors things to prepare and download at the last minute when we had to do our own spreads. Furthermore, on the sports spreads sometimes it’d be hard trying to find a vertical photo due to the way we held the camera so we either had to go hunting for a photo or redesign the spread.

I learned that you always have to double check with your team members if they truly can cover a game so you aren’t caught off guard. In addition, I would talk to others to make sure they didn’t wait till the last minute so there’d be less stress for everyone. Furthermore, when going out to take pictures I know to keep in mind to try and get vertical photos.

I handled the situations very well considering it was my first year and I did most of what I listed above. Next year though, I will handle them better with more communication and more variety in ways I take photos. In addition, even with all these problems I still met all my deadlines on time and made very few mistakes.

Reflection 4

Reflection 5

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Language Arts

Beyond the text...

How does language arts affect your life?

“My [language arts] teacher teaches me how to speak properly. It allows me to express myself better and not jumble up all my words.”

Derran Kittrell (7) “I love to write outside of school, and my language arts teaches me how to write better in my free time. “ Nicholas Manganiotis (6) “I like to write stories, poems, and Mrs. Alonso has taught me to annotate the text, which helps me with my writing. “ Ava Murray (6)

BOOKWORMS Pointing to the worksheet, teacher Laurie McCormick helps a group of students with their critical thinking questions. “Group work helps kids gain a richer view of topics because they are interacting with their friends,” McCormick said. The worksheet had to do with “To Kill a Mockingbird” by Harper Lee. Photo by Katherine Oung

OLD SCHOOL Wrriting the name of her favorite book, Leah Sloan (7) uses a colorful chalk pen on a blackboard.

“I think teachers should do more fun activities in language arts because it is a tedious subject. The more fun you have, the better you do,” Sloan said. She wrote the title of a book that her friend also wrote. Photo by Seoyoon Yang

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EVERLOST Aiyana Wyatt (6) and Samantha Rycroft (6) work on an Everlost assignment on exposition. “We got certain parts of the story to draw about and at the same time write about,” Wyatt said. The project taught students about the different parts of the plot mountain. Photo by Seoyoon Yang

Teachers take initiative, makes class more enjoyable for students

tudents sat at their desk, scanning their textbooks for important words to highlight. However, language arts classes at Bak were unique and exciting. Language arts teachers used different teaching methods that gave students a fun learning experience.

“I try to find literature that they’ll enjoy,” Lourdes Alonso, sixth grade language arts teacher said. “All the teachers here at Bak do creative activities to keep the students interested.”

Many students also had a favorite part about language arts. Language arts introduced students to enjoyable activities, such as an interesting literature or study game.

“My favorite part about language

Alexis Effenberger (8) met Joey Graceffa on June 4, 2015 at Books & Books during the book signing in Miami. “I was in shock,” Effenberger said, “it was crazy, and he was genuine.”

Bari Weiner (7) met Sandra Bullock during the summer of 2013 at New York City during “The Heat” premiere. “It felt amazing to meet her because she was the first celebrity I had ever met,” Weiner said.

arts is reading lots of interesting stories,” Cooper Musser theater (7) said. “We got to read a poem called ‘The Dash,’ which is about the dash between since you were born and when you die.”

“My favorite time in language arts was Cranium Core, where we split up into teams and got to make a funny team name. Ms. Gardner would put up questions on the projector and our team would have to come up with an answer,” Jacob Schlessel communications (7) said.

Language arts teachers also encouraged students to improve their comprehension, vocabulary, and mechanics.

“Studying vocabulary can help you

with your SAT’s and with getting into good colleges. It may also spark interests in books, reading, and writing,” Philippa Scroggins strings (8) said.

Students also felt that their teachers impacted their love for writing and reading.

Willow Hackett communications (6) said, “I like how Ms. Alonso respects us and makes us learn while having fun. We play games and do Reading Plus.”

While students had goals they wanted to accomplish throughout the year, teachers also had objectives to achieve.

Alonso said, “My goal is for my students to become lifelong learners and to love literature.”

by Seoyoon Yang and Isabella Ramirez

A Art Arts rtss a rt and n Aca nd A Academics/English d dem ics/En Engli g sh h LLan La Language a guage Art Arts

Entertainment Caption

“Leonard Bernstein because one of his compositions was the music in West Side Story,” Olivia D’addio (8) said.

STANDING OVATION Playing his instrument, Ian Lewis (8) practices with a professional bass player. “When I was in second grade, [bass] was the coolest instrument, the biggest [instrument], and I was the tallest one,” Lewis said. Lewis planned to attend Oxbridge.

Photo by Lili Mueller

The FUNdamentals

Bey B Be Beyond e ond Prima Primary aryy Col C Colors or ors

#bakcelebritymeet

“Sergei Prokofiev: his orchestral pieces are very energetic and they motivate me to practice more,” Philippa Scroggins (8) said.

“J.C. Bach. He is my favorite [composer] because he can look at a painting and write a piece based on it. He can express many emotions just through a couple of measures. You never get tired of his music,” Joseph Cuenco (7) said.

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MARVELOUS MUSTACHES Putting on a mustache, Samantha Diaz (7) simulates having a handicap. “Our teacher makes it interesting by explaining the lesson and giving us cool activities,” Diaz said. The activity was based on a story, “Harrison Bergeron.” Photo by Tori Maxwell

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Who is your favorite composer?

“My favorite composer is Beethoven because all of his pieces express how he feels and there are many dynamic changes in his pieces,” Nicholas Manganiotis (6) said.

Captions, photo

“Language arts helps me understand how to use my words properly, such as your and you’re, as well as there, their, and they’re, which is really important.

Caroline Kelly (8)

FLY SWATTING As James Walter 6) calls out the definition, players Adam Wenta (6), Matthew Fernandes (6), and Juan Guerrero (6) prepare to swat the right word.

“I repeated the definition so I was able to identify the word for the test,” Fernandes said. He won second place. Photo by Seoyoon Yang

Beyond the music...

BLURRED LINES Playing the delicate notes, Elizabeth Nelson (6) has a unique story why she started playing the violin. “I had a dream [that] I saw a violin shape, and when I went to my old school, I saw the violin and I was inspired to play it,” Nelson said. Nelson appreciated the Bak MSOA strings program. Photo by Brandon Lee

FOLLOW THE LEADER Showing her students the proper posture, strings teacher Nancy Beebe models of the correct position to hold a violin.

“Good posture will allow flexibility to play well and have good technique,” Beebe said.

Posture was very important for all instruments, Beebe stated.

Photo by Brandon Lee

BRIGHT FUTURES S Students have high hopes for future careers

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EXPRESSIONS Playing a piece called ”Tengo Expressivo,” Natalia Sanchez (6) has a future in mind. “I want to go to Dreyfoos, and then [I] want to play in an orchestra in my during college,” Sanchez said. The elegant look of the violin was one reason why Sanchez liked strings. Photo by Brandon Lee

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Beyond Primary Colors

UNIQUE NOTES Paying close attention to the teacher, Nyah Palka (6) shows off her colorful violin. “My mom gave me a choice between the piano and violin. I was always interested in unique instruments so I chose the violin,” Palka said. Palka wanted to perform in the front row in Carnegie Hall one day. Photo by Brandon Lee

he raised and lowered her bow, thinking about the goals she wanted to achieve. With each motion, her dream university flashed in her mind. She just couldn’t wait to see what her career would turn out to be in the future.

“I want to make it into Dreyfoos and become a professional musician that teaches other kids,” Lemar Mcogg (6) said. “I want to become a musician because I am interested in bass.”

Numerous students strived for a professional career in strings, and

commitment was needed in order to make the dream turn into a reality.

Practicing methods varied from person to person, as according to bulletproofmusician.com.

“I like to practice my weakest sections slowly and gradually get to the original tempo,” Adrian Carchi (7) said. “[Bak] has taught me a lot, including skills and knowledge.”

Learning to play a musical instrument was beneficial not only to the students’ careers, but to their normal lives as well. According to education.jhu.edu,

learning to play music improved focus, concentration, built a sense of anticipation, released tension, and improved memory. “[Learning music] helps me be more focused and more relaxed,” Sarah Rivera (8) said. ”We can play with different people in quartets. It is fun to interact with the people.”

She played her last note, satisfaction rushing through her veins. She knew what she would be. She knew what her path was. She knew her goal was in reach.

by Brandon Lee

Arts and Academics/Strings

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Strings Caption

Christopher Bedecs (6) met Cody Johns on Oct. 3, 2015 at Bedner’s farm. “I was really shocked and excited to take a picture with him,” Bedecs said.

Hannah Gardner (7) met Selena Gomez during the school year of 2012-13 at a Selena Gomez concert in Miami.

“I was so excited I could barely breathe,” Gardner said. “I thought I would scream.”

Devika Jhaveri (8) met Pretty Little Liar’s Keegan Allen on Sept.17, 2015 at Macy’s at the Boca Raton mall. “I talked [to him],” Jhaveri said, “but for the first time I was speechless, realizing he wasn’t just a character on a show.”

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Digital Textbooks vs.

Paper Textbooks

Over?

kinesthetic learner. It’s easier for me to be able to actually hold, see, and feel the textbook.”

“

Dinosaur poop because not everybody has dinosaur poop.”

myself as many times as I could and get as many friends as I could get.”

“Probably be a little

D’Angelo Peña

Rachel Savino

“Digital textbooks, so that I don’t have to carry this heavy textbook everywhere I go and I’m not hunched over.”

more out there but less talkative. I was a little annoying.”

“

My menorah because it’s beautiful and it has a strong meaning. I have a very strong heart to Judaic people.”

“

I like my clickers because I get an immediate response.”

People Section/Faculty

to lose.”

People Section/Seventh Grade

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“I’d probably procrastinate less, cause it’s kind of a problem.”

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Alice Browning

easier to read and harder

Christopher Haas

“Hardcopy, because it’s

Full Spectrum

7th Grade 8th Grade Sidebar Sidebar All

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Hardcore Cranium; Battle of Books

Writing, design, photography GETTING READY To prepare for the online Battle of the Books tournament, Murleve Roberts (7) (left) and Sreenidhi Nidamanur (7) practice the book “Tesla’s Attic” by Shusterman and Elfman on Cranium Core. “Cranium Core helps me get familiar with books I’ve read and analyze them further. Also, it helps me get more familiar with books I’ve yet to read,” Roberts said. They practiced every Monday after school to insure they were acquainted with the books that were quizzed in the tournament. Photo by Tori Maxwell

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Faculty Sidebar

HEADLESS BRIDES Eighth graders Aisha Olasewere, Ella Jacobs, and Karmelysa Sabin scream at the sight of a headless bride at the Fall Thriller. “[The scariest part was] the upper level of the haunted house. The desks were organized to form an obstacle course while zombies jumped out at us,” Olasewere said. She especially enjoyed the zombies with a chainsaw who chased people around the courtyard. Photo by Lili Mueller

BRAINS Playing a zombie shooting game with her friends, Jessenia Abrigo (8) watches her friend as she lines up her shot. “I love it when we all get together, going into the haunted house, and winning candy,” Abrigo said. Abrigo looked at the Fall Thriller as the biggest Bak bash of the year and went there for all the other years. Photo

by Lili Mueller

WINNER TAKES ALL Hoping to score some extra candy, Grace Handel (7), plays the hula hoop ring toss game.“The games made the thriller complete. There were so many to play,” Handel said. Students were given one or two pieces per game, though some left with a full bag. Photo

by Lili Mueller

(R)ATTRACTION With an expression of awe on their face, Carlee Tew (8) admires one of the pieces of a gym game. “I walked around with my friends in the gym and saw everyone participate,” Tew said. “It was fun because there were a lot of people, I got to see many cool costumes.”

She thought the best part about the gym games were the fake rats. Photo

by Isabella Kjaerulff

Captions, photos

NIGHT OF

HORROR

Students scream and shriek, barely escaping the chainsaw-wielding zombies

T

he sound of shrieks of students and a chainsaw wielding clown-zombie filled the air. Students shouted as they ran through the new two-story haunted house. Nervous chatter echoed from the massive line that swarmed the entrance to the haunted house, and rave music played on the outdoor pavilion which served as a dance floor. It was perfected pandemonium.

“Everyone was pushing each other and trying to get past the parent volunteer who was guarding the entrance,” Ashleigh Kairalla theater (8) said.

Though the line seemed endless, Sarah Stenberg vocal (8) thought it was worth the wait.

For the first time, the haunted house expanded to include more horror and fright.

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Painting Your Own Path

“I liked that it was two stories this year,” Stenberg said. “It made it more entertaining.”

After the haunted house, students relaxed and played the Halloween themed games set up in the gym, jammed out on the dance floor, or grabbed a snack from the parent volunteers.

“I liked the places where you could sit outside. It was a relief from the claustrophobic atmosphere,” Jade Jackson vocal (8) said.

The night of horror and excitement ended.

The shrieks died down, and students successfully escaped the zombie with a chainsaw. As they sat on the sidewalk near parent pick-up, eating their hard-earned candy, the fright faded to laughter. By Lili Mueller and Aditya Jadvani

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fter waiting for the final dismissal bell, the members of the Battle of the Books team filed into Jennifer Gardner’s class for their weekly Monday meeting. After putting down their backpacks and signing in, they went into three groups with an iPad. They then went on Cranium Core, a software that quizzed them on books. This helped the members prepare for both the qualifying tournament and final tournament. Gathering in groups, writing questions, reading the Sunshine State Young Reader Award (SSYRA) books, and being tested on them were all things they did.

“Cranium Core helps with teamwork by letting me discuss with my group an answer we think is correct,” Sreenidhi Nidamanur communications (7) said.

There were new and old members, some with prior experience. Some felt like Lili Mueller, communications (8) that Battle of the Books in elementary school was more friend oriented, while in middle school it was more competitive.

“I like the reading aspect and having a competition over something I love,” Franco Vidal communications (6) said.

The goal for everyone was the same, to win the preliminary online tournament.

Andrea Engativa dance (6) said, “Last year Bak MSOA won, so I have high expectations.”

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Captions

JAMMING OUT Listening to music and dancing along, Kate Deviney (6) and her friend enjoy their first Fall Thriller at Bak. “My favorite part was the music being played because everyone was singing, dancing and having a fun time,” Deviney said. After experiencing the haunted house, and the clown with a leaf blower, socializing with friends in the courtyard was a break from the frightening aspects of the event. Photo by Lili Mueller

Student Life/Fall Thriller

Fall Thriller

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Sports Sportscheck Why do you play?

“I can use my height as an advantage and I like that [volleyball] has to do with teamwork.”

Czhen Beneby vocal (8) “I really enjoy that it’s a team sport and it involves a lot of strategy.”

Emilia Andersen vocal (8)

TOGETHER FOREVER Setting the ball, Lara Weiss (8) helps her teammate, Rebecca Boss (8) score a point for their team. “I started [volleyball] in fifth grade, because my friend introduced it to me, and I thought it would be fun to give it a try,” Weiss said. Setting was Weiss’ favorite thing to do in volleyball. Photo by Madison Elliott

DROP IT LOW Retrieving a missed pass, Julia Gonnello (7) does a dive, resulting in a hard hit.

“My favorite part about volleyball is everything it encompasses and entails. It takes a lot of physical excursion to do the sport,” Gonnello said. She learned to have self-discipline when working with other people. Photo by Isabella Ramirez

SERVE AND SCORE Saving a near-miss, Nashani Gilbert-Taylor (8) sets the ball to the setter. “[Volleyball] works on my leadership skills, as I have to instruct the players,” Gilbert-Taylor said. Getting a nice pass or set was essential to Gilbert-Taylor in winning the game. Photo by Madison Elliott EYES ON THE PRIZE Getting ready for the next play, Vivian Miller (6) waits for Lara Weiss (8) to serve the ball. “We practice hard during the week, and we do lots of hitting drills to improve our power when we hit,” Russell said. Russell liked to play volleyball because she got to play different teams. Photo by Tori Maxwell

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Sporting A New Color

Girls’ Volleyball Sidebar, photos

JUMP FOR THE STARS Playing outside hitter, Rebecca Boss (8) hits a ball set by one of her teammates. “I was drawn to [volleyball] because it was so exciting watching other people play and I could only imagine how the players felt,” Boss said.

Her favorite thing about volleyball was when she got a kill, which was hitting the ball straight down, without anyone [on the opposing team] touching the ball. Photo by Tori Maxwell

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Hands-on experiences help students comprehend the world

What’s your favorite science experiment? “[My favorite activity] was the DNA lab. I liked it because you could see your own DNA becoming visible.”

Elena Snyder communications (7)

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“My favorite experiment was when we looked through filters that allowed us to see the sun without hurting our eyes.”

Keane Gosselin strings (6)

Players strive to improve their skills on the court

“Cutting up geodes, because I like to learn about rocks and minerals.” Danielle Adams dance (6) “We did an egg dropping experiment, I enjoyed it because we got to build parachutes and test them, to see if our eggs would survive.” Meghan Agarwal communications (8)

he ball rocketed toward the ground, too fast for the opponents to retrieve. With only a few more points for the win, Nashani Gilbert-Taylor, middle hitter (8), hit the ball over the net, scoring another point for their team. Rebecca Boss setter (8) celebrated with her teammates. The Bak Stars kept their hopes high throughout the game. “[Winning] definitely builds our team’s bond more and motivates us to try harder and play to our full potential,” Jordan Beres, middle hitter (8), said.

Although they won four games, the girls lost a total of five out of nine games in their season. The Bak stars won against Conniston, Independence, and twice against HL Watkins.

“We practice every part of volleyball such as hitting, passing, and setting,” Jordan Taylor, middle hitter (7), said. “Coach Sallas had us [practice] different drills so we could do the best we can.”

One of their top opponents was Jupiter Middle, who beat them twice 2-0. Hannah Hiede, a hitter for Jupiter, was “good at saving, hitting, and passing,” according to Isabelle Ruan, outside hitter (7), said.

“One time, one of our outside hitters hit the ball to one of [Hannah Hiede’s] teammates, and it went outside the court. She went running for the ball while it was in the air. She passed it with one hand, and once the ball was in the court, her teammate hit a back pass over the net. Unfortunately, we did not get the point and were left in shock,” Ruan said.

The end of the match was near, and Lara Weiss setter (8) made the final serve. After a few passes back and forth over the net, the score was final. In the end, the players won the game with a 4-5 season.

by Isabella Ramirez and Brandon Lee

INCISION DECISION Cutting a potato, Michael Hegeman (7) works on an osmosis science project in Gary Williams’ class. “The experiment was creative, and I hadn’t seen anything like it before,” Hegeman said. The result was that the potatoes sank in salt water, but floated in normal water.

Photo by Isabella Ramirez

ooking over his project, Nicolas Ouporov dance (8) checked out his parachute to make sure there were no mistakes. His partners, Jordan Juliano visual (8) and Smit Viroja visual (8), made sure that it was safe and secure enough to cradle their egg safely to the ground. Ouporov proceeded to launch their apparatus off of the bridge. They clamored down the stairs and inspected their egg. Cracked. The boys sighed and tried to figure out how they could remodel their contraption.

“I tried to follow the [research]. I read as closely as possible using the materials we had available, but it didn’t work out

well,” Ouporov said. “I tried to make the parachute dome-shaped but it ended up looking like a stop sign.”

To learn the different types of science, students participated in handson activities such as panning for minerals and building parachutes for eggs. They also dissected animals like the squid, spiny dogfish shark, bull frog, and fetal pig. ”I thought it was interesting because we got to see the organization of the organs in a shark,” Amanda Ferber vocal (7) said. “I’ve learned that sharks have a different anatomy than humans.”

Hands-on labs were not the only tool

students used to learn science. They also went on educational science trips like Bone Valley where sixth grade students panned for fossils, learning about the bone structures in organisms.

“My favorite part of the trip was going mining. We learned a lot about rock and mineral composition,” Erica Schrieber visual (6) said.

The boys finally modified their parachute to make sure it could preserve the egg’s condition. Hoping it would not crack this time, the boys dropped the egg, watching it fall to the floor. They ran to the landing spot and cheered. Their egg survived.

by Lili Mueller and Tori Maxwell

Opponent

HOT TO COLD Pulling the towel off the bag of ice, Tracy Smith, science teacher, shows Shaina Franks (8) how to clean up after an experiment about thermodynamics. “It’s a cool part for me as a teacher to watch the students apply what they learned in class to real life, such as making ice cream,” Smith said. Students had to transfer thermal energy from the mix to the bag of ice to make the ice cream. Photo by Isabella Ramirez

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FIRED UP To entertain his students, Gary Williams, science teacher, practices for a science fair demonstration. “I was teaching my students that gas was heavier than air. That’s why it didn’t explode,” Williams said. He made sure the ratio of gas to air was equal. Photo by Subhash Kantamneni

Beyond Primaryy Colors

Arts & Academics/Science

Scores

2-0 (25-12) (25-16) 2-0 (25-10) (25-16) 1-2 (12-25) (25-15) (8-15) 0-2 (19-25) (18-25) 0-2 (14-25) (15-25) 2-0 (25-15) (25-9) 1-2 (9-25) (25-19) (9-15) 2-0 (25-20) (25-21) 0-2 (20-25) (11-25) Sports/Girl’s Volleyball

Sports Sportscheck Why do you play?

REACH FOR THE STARS Girls’ basketball team gets chance at the playoff, despite various challenges

“I played basketball because when I was younger, I played four different sports, but basketball was always the one I enjoyed the most.”

Cora Gilbert forward (8)

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DOUBLE-HEARTED With a shark heart in his hand, Gerrit Felton (7) dissects a spiny dogfish shark. “[Dissections] are gross and interesting. At the same time, I felt like I killed something,” Felton said. He was not opposed to dissections, but felt sorry for the animals. Photo by Katherine Oung

Girls’ Volleyball Scoreboard Conniston HL Watkins Duncan Independence Jupiter HL Watkins Duncan Independence Jupiter

Science

EX-PAN-DING KNOWLEDGE Searching for minerals, Rachel Hobbs (6) learns how to pan correctly. “The panning helped me by making me understand mineral density and how the minerals in jewelry got there,” Hobbs said. She enjoyed seeing all of the different colored rocks and crystals. Photo by Esha Dudhwewala

s the seconds of the clock ticked away, Nashani Gilbert-Taylor point guard (8) dribbled the ball on the shiny wooden floor for her second free-throw. It was the final minutes of the game, and Bak and HL Watkins were tied. After the team’s 20-14 win at an away game against Duncan Middle, they had to win the Watkins game in order to make it to the playoff. Her teammates and opponents waited in charged anticipation as the crowd and cheerleaders encouraged Gilbert-Taylor.

“When I’m shooting, I try not to focus on the score, because the score doesn’t matter until the clock hits zero,” Gilbert-Taylor said. “I try to just keep playing.”

The Bak team had started their season strong, winning their first game against Jupiter Middle 43-33. However, their next game was one of the most difficult of the season: the home game against Independence.

“Independence had a strong full-court press, where they defended us all the way up the court and made it hard to inbound the ball. Also, they had a few girls that either were very fast or very tall,” Cora Gilbert forward (8) said.

Despite this, the Bak players did not lose any of their motivation, dominating their next game at Jeaga with a score of 29-10.

“The girls at Jeaga were fouling us a lot and we had to take three of our players out of the game because of it.

However, our players stepped up, since we were missing two starters due to a muscle strain and a speech and debate competition,” Lili Mueller forward (8) said. “We tried to step up to the challenges and ended up winning the game.”

One of the major difficulties the team faced throughout the season was losing many of their star eighth grade players who had left for high school. However, the past team members were able to teach the new sixth grader players the plays and formations.

“I wasn’t on the team last year so the team members who were on the team the year before tell us what to do for a play and how to do a play if the [new members] don’t know how,” Sydney Williams forward (7) said.

However, before the team could compete at the playoff game, they had to compete in a tie-breaker against Duncan. The girls’ lost in a tight game in overtime by four points, with a score of 23-27.

“Right before overtime, we were actually ahead, but we weren’t strong enough in defense and Duncan scored, starting over time,” Cora Gilbert forward (8). “As a team, we all improved this season. We didn’t have as many strong players as last year, but we gave it our all.”

by Katherine Oung

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PLAYING WITH FIRE

Beyond the lab...

OVER THE NET

Sporting a New Color

“I think it’s good to have a sport where you rely on teamwork.”

Penelope Ryan post (6)

KNOCK-IT-OUT Trying to get the ball out of her opponent’s hand, Czhen Beneby uses her height to help her. “I was pretty frustrated and tense because basketball is a pretty tough sport. Anytime I get the ball I have to be tougher since I’m taller than my opponents which makes them play tougher,” Beneby said. The game was a playoff against Duncan Middle. Photo by Katherine Oung

Girls’ Basketball Scoreboard Team Jupiter Independence Duncan HL Watkins Jeaga Jupiter Independence Duncan HL Watkins Jeaga Duncan (Playoff)

FAST AND FURIOUS As her teammate, Nashani Taylor-Gilbert (8) dribbles the ball, Lili Mueller (8) backs her up. “My position is guard,” Mueller said.

“I don’t lead the ball down the court like the point guard does, my job is to help move the ball around in our plays and I help make passes and shoot.” Mueller considered herself more of an defensive player. Photo by Tori Maxwell

REACH FOR THE STARS Trying to block a player from Independence, Isabella Martinez (8) reaches for the ball. “Independence is a very small team, and they are very fast. Our players tend to be bigger and slower, so we have to improve on that,” Martinez said. Martinez felt that the Bak team had to execute their plays more efficiently in order to have a successful game.

Photo by Katherine Oung

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PLAY BALL Trapping her opponents, Cora Gilbert (8) attempts to gain possession of the ball. “When we have a more skilled opposing team, they are often able to figure out our plays so we have to be stronger with the ball and get open by cutting across the court and running more complicated plays,” Gilbert said. Gilbert played aggressive defense due to her height. Photo by Madison Elliot SAFEGUARD Guarding the ball from her opponents, Lauren Dee (8) gets ready to pass the ball to a teammate. “In practice we did something called a tough man drill, which helps with situations like it in the game. I remember to keep in mind to be tough with the ball,” Dee said.

The game was against Independence Middle, which the Bak team lost. Photo by Katherine Oung

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My goals were to communicate with others more clearly, take more unique photos and make sure to have all the needed interviews so my team and I do not scramble for quotes at the last minute. I succeeded in taking unique photos due to me taking very good vertical photos like my girls volleyball one that was the dominant and had the ball in it. Furthermore, for all my spreads, we always had enough interviews so we would not be running around when the deadline came around. With communication more with team members, it was half-and-half. For most of my spreads we knew what we were doing and talked but for sports spreads we always had people saying that they could not cover the game, which was not good communication.

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MECHANICS W Students succeed because of hands on learning

alking through the sixth grade hallway, you hear the echoes of students presenting short plays about the many Greek gods. As you enter the seventh grade hallway, you breathe in the strong aroma of frog dissections. Moving through the eighth grade building, you see 30 students, all dressed up as famous authors. They’re giggling at the costumes that they are wearingthe costumes that were used to demonstrate how the author they were giving a report on dressed when they were alive. These were just a few of the many projects that students participated in at Bak MSOA. These projects were also the reason that students at Bak had test scores that were an average of 43 percent higher than the scores of other Florida middle school

students, according to Florida Comprehensive Assessment Test (FCAT) Results.

Bak offered a unique approach to education that involved hands on activities that gave students an opportunity to fully emerge themselves in their teacher’s lessons. Educational plays in language arts and history and artistic models in math and science were used to give students a deeper understanding of the Math, Language Arts, History, and Science Florida Standards created by the Florida Department of Education (FDOE).

At Bak, all students were encouraged to use their creativity to comprehend information and to give them a better understanding of the mechanics.

by Cora Gilbert

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UNLOCKING THE PAST

Students use lessons from social studies to help them in real life

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peech in hand, he walks to the front of the class. After handing his teacher a copy of his report, he makes his way to the podium and begins discussing the events of the recent UN Debate.

During the 2015-2016 school year, history teachers assigned a variety of projects to help students relate the lessons they learned in class to real life situations. One of these projects was the “Current Events” project in seventh grade civics.

“In current events, we learn what’s happening in foreign countries, such as Isis and the refugees [coming from there],” Arman Khoshbin (7) band said. “Doing a project makes me research the subject a lot more. This extra effort helps me to better understand the topic.”

Sixth graders learned about ancient foreign civilizations such as Mesopotamia and Egypt.

Later in the year, they did projects on the religions and cultures in other countries around the world, like India and Greece.

“I think that learning about world culture will help me in real life because if I ever travel for work, I want to know the history of that

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country. I know my country’s past and I should know other countries pasts, too,” Gina Bernstein (6) communications said.

U.S. history was taught to eighth graders.

Teacher Douglas Battle used an online program to enrich students and help them understand the colonization of America and the tough decisions settlers had to make.

“The website [we used for the project] was helpful because it was interactive and allowed us to do hands-on activities,” Joel Soto communications (8) said. “It helped me retain information I could use for the test, and information that relates to my life today.”

As he began discussing the effects of nuclear warfare, the students sat up in their seats and became engrossed in the detailed report.

After he finished, he could see the look of astonishment on his classmates’ faces. He then understood why they had been doing these presentations throughout the year. The projects they were doing helped students learn about real world issues, and allowed them to understand not only the lesson, but how they will use the information later in life.

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TIMELINE HEADLINE HERE 24

Reflection 6

Social Studies

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