Heather Rollins Masterpiece Portfolio 2015 by Jessica Samons

Heather Rollins A Portfolio

2014-2015

Cover Letter

Resume 1725 Echo Lake Drive West Palm Beach, FL 33407 (561)333-5951

Dear Dreyfoos, This portfolio contains something so small, compared to the great world of opportunities that you could provide me. It is but a minute piece compared the amazing work you do at Dreyfoos. The research you perform, the people you write about, and the amazing opportunities for passionate communications students have drawn out my love for what you do. I would love to work on your staff during my high school year. I am dedicated, passionate, and talented. Being on your staff would enhance my strengths; I believe my skills in communications will be a positive asset for your program. The pieces of work included in this portfolio include photos, writing, and computer-designed spreads from the Bak MSOA Masterpiece Yearbook 2014-2015. I realize that your school works to create an accurate representation ofstudent life. After helping to create an award winning yearbook, I have gotten much experience in computers, discovering the people’s needs, communicating with the target audience, and writing based on factual information while including a creative twist. I understand that your staff requires time, dedication, and a strong passion for communications. I believe I have these qualities and it would be my dream to work with you. I appreciate you are considering me for an internship and I hope to speak with you soon. Sincerely,

Heather Rollins

Professional Summary: Has a great work ethic, strong writing skills, and is an out-of-the-box thinker. Can deal with deadlines and is well organized. Follows all Journalistic rules, covers events with a strong knowledge of the happening, and can create a written piece explaining it. Is hardworking, detail-oriented and explicitly committed. Tries hard for goals, can track progress, and can reflect on work after deadlines. Understands the AP writing rules and style. Skills: • Skilled in InDesign • Skilled in Photoshop • Well spoken • Excellent writer • Can lead a team • Can work alone • Dedicated to tasks • Good communications skills • Well rounded Work History: Arts and Academics Editor of the Masterpiece Yearbook • Designed spreads for a yearbook • Wrote superior copy • Worked with others • Created an award winning yearbook • Took photos that created interest Education: • Introduction to Journalism course: A pre-requisite course to get a position on the Masterpiece Yearbook to learn AP style and journalism techniques

4 UR WAY HOME With smiles on despite the mass of students he bus, Jean Luis Montesinos lia Boulon (7), converse while t for their bus to depart. “If we e separated, I think we would more fun. When we are close we can’t turn around and look her,” Boulon said. Boulon sat e of the bus seat because her friend was claustrophobic. Photo by Aditya Jadvani

NG TO FREEDOM During the on between classes, students make their way through the sweaty classmates. “I try not cked over [or] go against the dge out of the way,” Amanda 7), said. Vanner believed that in the stairwell were unsafe ardous, especially for smaller students. oto by Subhash Kantamneni

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GOSSIP GIRL Talking over the loud buzz of multiple conversations, Marina Kabellar (7), leans over the railing to chat with her friend. “A crowd is a positive bubble which can give you a sense of safety and security,” Kabellar said. Kabellar was sure that anyone could handle the stairs if they had good friends to talk to. Photo by Subhash Kantamneni

QUESTIONING CROWDS As the bus leaves, Jordyn White (7), teases Hunter Goodman (7), over the noise of others. “I don’t really like [when] you sit with three people in a seat; you are smushed and are up against the window,” White said. White believed that the bus should carry less students. Photo by Aditya Jadvani

THE GREAT ESCAPE Determined to get out of the crowd, Francesca Cocilovo (7), and Destiny Fava (7), focus on getting to the courtyard and out of the chaos. “[Crowds make me] very stressed out because I feel like too many things are going on at once and I can’t think straight,” Cocilovo said. Cocilovo admitted that she was claustrophobic. Photo by Heather Rollins

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“The courtyard, because everyone goes there in the morning.” - Lance Breidenbaugh (8)

Many bus riders had to deal with limited seats ids shoved their way through the crowds, desperate to get to class. The stairwells were According to Nikita Tanguturi, communications major ﬁlled to the brim with frantic faces and the (6), sometimes the bus driver would leave even if prospect that one minor mistake might send someone had not found a seat. “The bus comes in and everyone is standing on the them sprawling backwards frightened them. The buses at the end of the day were packed and the students road waiting to jump on the bus,” Tanguturi said, “The pushed each other out of the way so that they could get driver yells at you if you take too long to get to your a decent seat. The call for Tri-Rail sent children bolting seat.” After the journey to school in whatever mode of off to grab a seat for their friends before the train became too crowded. Hastily stuffing the night’s homework in transportation chosen, all students had to navigate their way through the busy bustle of the hallways and their backpack, the car riders rushed off to the car line. “You have to wait a long time for your car and the car stairwells during school hours. Many thought that the main sixth grade staircase was much too congested, like loop is packed,” Allison Allianic, visual major (7) said. While many people rode by car, Tri-Rail was also a Praveen Anbu visual major, (8). “It’s so crowded in the mornings. I feel the back staircase main choice of transportation for students attending be used more often,” Anbu said, stroking his chin should from day Bak. More than 300 students rode it every Most students agreed that crowds were a nuisance home to school and back again. Despite the choices, but for some, it did not make a difference. Whether crowding was still an issue. “I think that [the Tri-Rail] is packed,” Isabelle Eisenberg, crowds were a big or small deal, they affected everyone theater major (7) said with a thoughtful look on her face, and their thoughts and mood. “But if it can get me where I need to go quickly, it is ﬁne.” by Isabella Kjaerulff and Heather Rollins

Students struggle to make their way through crowds

BUSTIN’ AT THE SEAMS

“The courtyard in the morning , but only the outside entrances [going] into the middle.” - Carlee Tew, (7)

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“The courtyard after lunch because we were narrowed down to three lunches so there are more people.” - Danielle Stolack, (6)

Describe the most crowded place at school.

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Headline here

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Color - Size 8 - 5-48980: Bak Middle School of the Arts

I have always loved writing and longed to take a course in it in middle school. Bak MSOA offered something different than just the normal essay writing or poetry. It had Journalism. In a pursuit to be applicable to either the Portfolio newspaper staff or the Masterpiece yearbook staff, I decided to take this class. I do not regret this decision whatsoever. I was able to explore the world of writing for the news and the specific rules that were much different than a normal essay for school. I caught on immediately and always was excited to write articles. In this Yearbook course, I grew so much and learn not only design skills and computer techniques, but also a series of social lessons, too. I worked with many different people, some whom I did not agree with. Nevertheless, we got the job done and stayed on top of deadlines. In producing the yearbook, my first assignment was a spread about crowds in the school. In my group were three others, one with which I bonded with immediately. Since we wanted to cover all aspects of transportation in our spread, the group assigned each mode to the people that rode that way home. I was in charge of the parent pick up line, while the others covered tri-rail and two buses. We captured the opinions of different people and put the spread together. It looked amazing, considering it was everyone in the group’s first spread ever. Over the production of the yearbook, there were four main deadlines. I had never had such deadlines before and I believe that this was a valuable experience. I feel confident in meeting these deadlines. A spread about the winter pep rally was completed before every deadline, even the small ones, such as written copy, captions, photos, and the like. It was very relieving to be done far before the spread was even due. This was how I wanted to handle all deadlines. This course was valuable in so many ways. If I did not take this course, I would not have learned all the discipline that I did, explored my writing style, and experienced different types of cameras, use computer programs such as InDesign and Illustrator. This year was a great experience for not only my writing skills, but my social skills as well. This class operated much like a professional company. We had deadlines, money to manage, advertising, delivery of purchase, and a staff. This will give me experience for the future when I get my first job because I will understand the methods of a business and how to deal with certain situations. The experience I gained from this year was very valuable and I will be sure to recall it in my future years. Color - Size 8 - 5-48980: Bak Middle School of the Arts

Self-Analytical Evaluation: Reflection 1:

School is a crowded place and the staff believed it would be an interesting idea to address this as a student life spread. I signed up to tackle this idea as my first spread. This was fairly difficult, as it was my second assignment on the staff. We had some trouble with our organization skills, as a member of the team would often forget to take pictures on his bus. We ran into some major roadblocks when the cafeteria assistants refused to let us take pictures of kids without their permission. They made us delete all our photos and made us leave the cafeteria. Since the cafeteria was one of the most crowded places in the school, this was a major drawback for our team. We needed to find other way to get the six photos we needed. Eventually, we got some courtyard photos and some of kids on the stairwell. Meanwhile, one of my partners worked with me on the copy and we put together a descriptive and concise piece of writing. By the end, all the team members were proud of what we had done. With a picture of a bus running along the bottom, we felt that there was a creative twist on the package. My favorite part of this spread is probably the bus along the bottom and the side bar because they both added a great interpretation of student life.

6 This is for the Dreamers Arts & Academics

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- Paula Orozco (8)

This is for the Dreamers - Arts & Academics - Vocal

GETTING BETTER Quickly making notes on her music, Alessia Degraeve (6) transcribes all of the instructions she needs to remember in order to properly articulate her lyrics. “My most memorable experience is learning the notes and finally getting them,” Degraeve said. Degraeve felt as if music had taken her on a journey. Photo by Izzy Kjaerulff

s the music started to flow out of the piano, singers tapped their chest to keep the rhythm. All at once, a chorus of both male and female voices filled the air with their melodic tone. A burst of confidence spread throughout the room as the tune grew stronger. “While I practice, my brother plays on the piano, so he tells me if I’m good or not, because he used to go [to Bak],” Daniel Connell (6), said, “I practice for about thirty minutes a day and it is effective.” The stories of the way that students discovered their passions varied, from Applebee’s karaoke to school choirs. Either way, each student made their way to Bak with a voice worthy of concerts and chorus pieces.

FOCUSING FERVENTLY Listening to corrections, Jake Newiger (7) and Alex Robinson (7) make mental notes of how they need to adjust their songs. “[My inspiration is] my uncle. When I heard him [sing] I was impressed,” Newiger said. Newiger loved performing on stage at the concerts. Ph b C Gilb

- Paula Orozco (8)

people think of you. Be strong and don’t let other people stop you.

be afraid D on’t of what other

“My mom began to encourage me to sing at church,” Kayla Jhagroo (6), said, “And I began to sing for hours on end.” The voices echoed strongly through the room, while the students put their all into their production, not worried about anybody but the chorus. “Don’t be afraid of what other people think of you,” Paula Orozco (8), said, “Be strong and don’t let other people stop you.” by Izzy Kjaerulff and Heather Rollins

Vocal majors practice to perfect their talent

Pitch Perfect

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Vocal

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Subheadline

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-Elysa Woodbury (8)

“Alto, because it brings the whole song together.”

MELODIC MASTERPIECE Focused on hitting the right notes, Mia Marquez (7) recites the lyrics of Tonthè. “People don’t think about how much precision it takes to sing each note,” Marquez said. While singing, Marquez felt lighthearted.

IN THE ZONE Trying to dro out the noise of the other voices in the classroom, Anders Schullstrom (7) focu on the words he is singing. “We have so many songs and some of them are reall complicated,” Schullstrom He thought it was wonderf that he was able to get into chorale. Photo by Izzy Kjaerulff

-Kayla Jhagroo (6)

“Soprano, because we have higher notes, so it’s more of a challenge.”

is your favorite pitch to Q: What sing in?

DOUBLE TREBLE Discussing the lyrics, Giovanna Ulaszek (8) and Olivia Przysinda (8) clear up their confusion. “The hardest part [of being a vocal major] is blending in with the other singers,” Ulaszek said. Ulaszek’s inspiration was Beyoncé. Photo by Izzy Kjaerulff

SHARING A SONG With a few extra minutes before they have to rehearse their songs once again, Katherine Carter (8) and Maia Montgomery (8) discuss their music together. “[I like] being able to sing at the concerts,” Carter said. Carter started singing when she was in fourth grade. Photo by Izzy Kjaerulff

BEAUTIFUL VOICES With total concentration, Devin Cruz (6) sings “Goodnight,” a Russian lullaby. “[Singing] is just something that I’ve always had a passion for,” Cruz said. Cruz’s favorite artist was Bruno Mars because of his interesting music. Photo by Cora Gilbert

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WHATDOYOUTHINK?

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WHATDOYOUTHINK?

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Reflection 2: REFLECTION 3:

Although this spread turned out nicely, I believe we, as a staff, could have made this a better spread. There was inconsistency in names, boring photos, and not enough sources. I learned that even though it would have been more work, the final product would have been well worth the effort if we had just taken the time to interview more people or stay on the scene longer. Of course, the spread evolved immensely from first draft to final. Adding the sidebar, the copy, and choosing the best photos for the spread made the package look enticing and interesting. Even so, I believe that we could have done a much better job. Reading back over the spread, after publishing, I found many errors and felt that it was not as good as the other spreads amongst it. If I were able to make changes to this spread, I would definitely take some better action photos and put a different quote in the sidebar because the copy and sidebar both contain quotes from the same girl. This photo was featured on the language arts spread and I believe that it was a good photo for many reasons. It was one of my first photos for the yearbook staff and I think it proved to be an important piece to the spread. First of all, the desks provide a leading line to the center of interest. Second, there is repetition in the two girls. Both have their binders on their laps, at desks next to each other. Third, there is a center of visual interest where the girls are looking up information for their worksheet. I am attracted to this picture because it shows interaction between two partners. Also, there was a good story behind it when I took it. The teacher had asked people in this class to discuss a story they had read. Two quiet girls worked up a nice conversation and I took this opportunity to capture this.

Photo name: ELA02_Heather.jpg

Reflection 3:

This photo was taken for the clubs and organizations spreads. It, unlike the previous photo, is from when I was more experienced. I signed up for the newspaper section and was able to get many good photos. This was the best of that selection. This photo contains leading lines, repetition, and a center of interest. The leading lines were both the door and the desks that the three people were working at. The repetition was of the three people working side by side at the computers that were lined up next together. The center of interest is the boy working because the camera was able to blur out the other people working around him. I think this added a nice effect to the picture as a whole and it really portrayed how the newspaper staff worked.

The photo shown here is from a spread I personally am very proud of: the show stopper from the arts and academics section. It portrayed the many events from the two days worth of artsgiving, where the different art majors gave others a chance to explore the many areas. There are leading lines in the sidewalk cracks that point toward the girl drawing. Also, the girlâ&#x20AC;&#x2122;s chalk creation was an interesting aspect of the photo. Additionally, this photo uses the rule of thirds, because the drawing and the girl are in the portions of the photo that are shown in the rule of thirds. Although it is not a photo with people interacting, this photo had many elements and added to this spread.

Photo name: Newspaper_Heather.jpg

Photo name: ArtsGiving01_Heather.jpg

Reflection 4: I believe I was a strong asset to this yearâ&#x20AC;&#x2122;s staff, especially in the copy department. For every spread I worked on, I wrote an articulate piece of copy to accompany it. Only a few others on the staff had the skills in copy that I possessed. In fact, I was accepted on to the staff especially for my copy writing skills. As the arts and academics editor, I gained access to many of these spreads, which provided me a chance to apply my knowledge about other arts to the tasks at hand. For example, I was able to include some inside information that my visual peers had explained to me in the visual arts spreads. I interviewed various people during my classes to enable the staff to write copy and captions. This showed my commitment to the extent of not being distracted in my classes or putting yearbook duties before my necessities. Additionally, I was able to meet all my deadlines, except one due to computer difficulties beyond my control. I wrote more than ten pieces of copy and more than thirty captions. I took many photos and created many sidebars. I feel that my work was well expressed in this years edition of the Masterpiece Yearbook.

Reflection 5: A) There were many hardships on this yearâ&#x20AC;&#x2122;s staff. Not only was it my first year on the staff, but there were many people that also were new. This caused many issues with techniques and methods, as some of my colleagues did not know the ways of the staff when I asked. Additionally, I made many mistakes in my layouts because I was not familiar with InDesign at the time, which lead to incorrect placing of photos and mixing up the order in which I performed my tasks. B) These situations actually helped me in many ways, as it is commonly known that mistakes are valuable. I learned how to successfully operate InDesign, create and tag photo boxes, and place all elements on the spread. I grew so much through these mistakes that they seem more like accomplishments. At the time, I was distressed and feeling hopeless when trying to fix something I just did not know how to fix. After taking the consequences, experimenting with what I had, and just learning by what others were doing, I eventually developed these skills until they flourished. If these problems arouse again, I would definitely be able to correctly manage them, for I have learned the skills I wished I had the first time these happenings occurred. C) I probably handled this situation a bit less in depth than I would have had now. I probably had not communicated clearly enough, although I thought I had at the time, to get the help I needed. Even so, I managed to get to where I am now, placing photos, creating spreads, and such.

Design:

The theme project was an assignment given to the yearbook staffers to design and create a possible theme for the next year’s yearbook. The staff was divided into four groups of four to each design a unique theme and series of spreads that developed the theme. The group I worked with decided that we would pursue a theme of “Together” because it described our school as a group of people with similar interests all brought together. This spread was one that I designed in the arts and academics section of the project. It, as a showstopper spread, contains no secondary coverage, such as a sidebar. However, it showed an insight to the students in an exciting and different way.

Color + Formula - Size 8 - 4-04898: Bak Middle School of the Arts

BANDED TOGETHER

14 Together We Interact - Showstopper

Together We Learn - Showstopper

Together they learned and cooperated beyond their skills.

tudents had a voice that could not be expressed. It was an understanding, some sort of kinship between them. Within a classroom, statistics flew and knowledge flourished. It was something that could not be described.

Communication was key. Teachers wanted to deliver to all learning styles; visual, verbal, kinesthetic, aural, and logical. Within the campus, there were many talents, and with the talents came the learning styles. Together we learn the ways of education. Together we learn the path to success. Together we learn the steps to intelligence. Together we learn the future. Students learned from each other. When one could not understand a teacher’s explanation, they knew they could always rely on their peers. Mistakes were valuable; they were a learning process. “I like to work in a group because then we can have alot of feedback when we do our work and it really helps.” Joel Soto (7), said. As pencil hit paper, a flurry of thoughts flew through the students. Such colorful analyses flew through the young minds. Together, the students learned.

Color + Formula - Size 8 - 4-04898: Bak Middle School of the Arts

COMPLETELY OBLIVIOUS Technology and schoolwork distract from social interactions

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Again, this spread is from the theme project. Like the one opposite it, this piece is a showstopper as well. But, in contrast, this spread portrays student life instead of arts and academics. I was assigned to design and create both showstopper spreads, which I was able to successfully do, with some help from my fellow staffers. This spread was based on a prior showstopper spread, but does not contain the same ideas or themes. Again, there is no form of secondary coverage, as this spread does not require it. The headline, “Completely Oblivious,” refers to students becoming less and less social with the world due to technology, school work, and individual assignments. I believed it could be an interesting topic for next year’s showstopper.

by Heather Rollins and Aditya Jadvani

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Clips: Writing Pitch Perfect

Vocal majors practice to perfect their talent “My mom began to encourage me to sing at church,” Kayla Jhagroo (6), said, “And I began to sing for hours on end.” The voices echoed strongly through the room, while the students put their all into their production, not worried about anybody but the chorus. “Don’t be afraid of what other people think of you,” Paula Orozco (8), said, “Be strong and don’t let other people stop you.” by Izzy Kjaerulff and Heather Rollins

ARTS AND ACADEMICS DIVIDER- PAGE 22/23 This is

Arts and academics brought students into a new world

STUDENT LIFE BUSTIN’ AT THE soSEAMS-PAGE 6/7 there are more people.” - Danielle Stolack, (6)

paintings came alive and Beethoven played his “Ode to Joy” one last time.

dreams, such as basketball, or took an opportunity to experience their high school classes early in classes such as algebra or Spanish. With four non-academic classes, students were given a chance to explore the arts; not all students dreamt of classes just in their major. Many teachers decided to offer classes for “nonmajors,” in order to get young artists to explore their interests. The students decided to exercise their minds with the many opportunities offered around the campus. The arts almost seemed like a dream, too good to be true. A child’s imagination could take them

by Heather Rollins and Jeremiah Schoen

counted down the seconds until he could go to his next class, he scribbled a random design on his worksheet. Suddenly, the student slid into a dream, where Picasso’s paintings came alive and Beethoven played his “Ode to Joy” one last time.

Students experienced many school-related reveries; some students decided to pursue physical

you make When a mistake, try to catch it early before it becomes a habit because once it does, it is hard to change.

SUPER MAN Advising a graphic arts class, George Perez, Marvel comic book artist, watches the communications students design their own creations. “If you say you like my style, you really mean you like my mistakes,” Perez said in his speech. “Mistakes are what make art different from a photograph.” Impressed by the creativity of the students, Perez encouraged them to never give up on their passions. Photo by Jessica Samons

- George Zhou (7)

ARTS AND ACADEMICS SHOWSTOPPER- PAGE 34/35 F THE

Students struggle to make their way through crowds

Many bus riders had to deal with limited seats. According to Nikita Tanguturi, communications major (6), sometimes the bus driver would leave even if someone had not found a seat. “The bus comes in and everyone is standing on the road waiting to jump on the bus,” Tanguturi said, “The driver yells at you if you take too long to get to your seat.” After the journey to school in whatever mode of transportation chosen, all students had to navigate their way through the busy bustle of the hallways and stairwells during school hours. Many thought that the main sixth grade staircase was much too congested, like Praveen Anbu visual major, (8). “It’s so crowded in the mornings. I feel the back staircase should be used more often,” Anbu said, stroking his chin. Most students agreed that crowds were a nuisance, but for some, it did not make a difference. Whether crowds were a big or small deal, they affected everyone and their thoughts and mood. by Isabella Kjaerulff and Heather Rollins

TRICKS O

(8)

BUSTIN’ AT THE SEAMS ids shoved their way through the crowds, desperate to get to class. The stairwells were ﬁlled to the brim with frantic faces and the prospect that one minor mistake might send them sprawling backwards frightened them. The buses at the end of the day were packed and the students pushed each other out of the way so that they could get a decent seat. The call for Tri-Rail sent children bolting off to grab a seat for their friends before the train became too crowded. Hastily stuffing the night’s homework in their backpack, the car riders rushed off to the car line. “You have to wait a long time for your car and the car loop is packed,” Allison Allianic, visual major (7) said. While many people rode by car, Tri-Rail was also a main choice of transportation for students attending Bak. More than 300 students rode it every day from home to school and back again. Despite the choices, crowding was still an issue. “I think that [the Tri-Rail] is packed,” Isabelle Eisenberg, theater major (7) said with a thoughtful look on her face, “But if it can get me where I need to go quickly, it is ﬁne.”

HEATHER ROLLINS: COPY, MAIN PHOTO

TRADE 2

the school had ver one period, an arts vortex. transformed into hosted lessons of Dance classrooms In the courtyard, African dancing. g detailed arts students sketchin visual find could one Team guided the way, the Step silhouettes. Along arm movements, the complicated fellow students in used. stomping the team and synchronized t transition teach people differen “It was funny to Danielle Smith Step Team does,” moves that the keeping up “People had trouble vocal major (8) said. ent.” catching the movem with the beat and classes, but school host special Not only did the us play and a to visit a humoro students were able

ance. mixed music perform ing,” David were very interest “I felt that our pieces enjoyed by the (7) said. “They were Galli band major audience.”

the other arts, days of exploring To conclude the two rd to support middle of the courtya a pep rally in the University of game between the the annual football ity took place Univers State Florida Florida and the to enjoy their released were s before the student Thanksgiving break. by Heather Rollins MAKING IT COME TO LIFE Making a multi-colored creation, Veronica Garcia-Perra (8) chalk draws a human with her classmates. “The fact that I got to work [on chalk drawing] with my friends while doing something I love is the best part,” Garcia-Perra said. Ever since she was little, Garcia-Perra had been chalk drawing. Photo by Heather Rollins

Colo or Page

Students experienced many school-related reveries; some students decided to pursue physical

eated in class waiting as the hour went by, the student awaited his freedom. As he

counted down the seconds until he could go to his next class, he scribbled a random design on his worksheet. Suddenly, the student slid into a dream, where Picasso’s

For the Dreamers Arts and academics brought students into a new world

“When you make a mistake,” George Zhou (7) said, “Try to catch it early before it becomes a habit, because once it does, it is hard to change.” Students’ piano talent was varied, for some could read notes with ease, while others could interpret the notes of a song just by listening. Playing piano was almost a sense of freedom from their academic hardships. by Heather Rollins

eated in class waiting as the hour went by, the student awaited his freedom. As he

he rows of pianos were lined up back to back, as were their young composers, playing a song from their notes with such agility. Their teacher took turns listening to each of her students through a machine that gave her access to every piano. The students played a sweet melody, but if one were to walk into the piano room, they would hear silence, for the students could only hear their own melodies through their headphones. “I’ve been playing piano since second grade,” David Liu, (6) said. “I love the feeling you get when you perform.” Each student had their own methods of practicing a song. Most took great care, for some students like Michelle Yang (7), had a fear of performing in front of their piano teacher.

This is for the Dreamers - Arts & Academics - Showstopper - ArtsGiving

For the Dreamers

further into their passion than real life ever could. That was why this was for the dreamers.

- Paula Orozco (8)

Students play to their own tune

he ebony Another form of visual pencils lay arts that visual majors scattered across liked to work with was the abandoned sculpting and paper table. Traces of eraser maché. shreds dappled the table “I enjoyed making a with rubber. A simple paper maché dragon in drawing was left, a self- Mr. Barker’s class,” Turner portrait in black and said. “I made a wire frame white, on top of a brown, and put newspaper leather sketch book. around it. Then I covered “While I’m it in paper ou can just do drawing I maché and what you feel more want any way you painted it.” relaxed,” Whether want. A n d r e a visual majors Turner, had a knack - Megan Shah (6) for pastels or (7) said. “I enjoy w a te rc ol o r s , trying new mediums what they learned in and watching my picture their visual classes would form from beginning to help them in the future. end.” “I just feel attracted to Many student artists art because there are no found that their favorite boundaries,” Shah said, form of art was painting. “You can just do what “[Painting] makes you want any way you everything look so want.” colorful and bright,” by Isabella Kjaerulff and Megan Shah, (6) said, Heather Rollins

HEATHER ROLLINS: COPY, CAPTION

This is

THE KEY TO SUCCESS

Students sketch their way to perfection

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on’t be afraid of what other people think of you. Be strong and don’t let other people stop you.

COLOR ME CREATIVE

ARTS AND ACADEMICS DIVIDER- PAGE 22/23

This is For the Dreamers - Arts & Academics Divider

ARTS AND ACADEMICS KEYBOARD SPREAD- PAGE52/53

ARTS AND ACADEMICS VISUAL ARTS SPREAD- PAGE 36/37

ARTS AND ACADEMICS VOCAL SPREAD- PAGE 38/39

CLIps:Design

1. PERFECT PREPARATIO N Performing in front of a sixth grade class, Andrea Smith (6) and her fellow Step Team members, show a brand new skit that they have been practicing ArtsGiving0 show. “Every for the day we do one hundred jumping jacks, then warm-ups, find a skit to entertain the school with, and then we practice it,” Smith said. This was the first time that Smith has been part of the Bak Step Team. Photo by Jeremiah Schoen 2. SPEAKING SENSATION Performing in front of an audience, Lindsey Suncine (8) uses her facial expressions to bond with her audience. “My favorite part you have with the characters of speaking is the connection in your piece,” Suncine well as performing in said. As the seventh and eighth grade showcase in previous years, Suncine had competed in speech since she was in sixth and debate grade. Photo by Subhash Kantamneni 3. SING IT LOUD! Doing a musical review of their so far, Alexandra Beltran progress (8) performs for her fellow classmates. “[Arts Giving] friends and was fun because it shows majors could do different that different things that aren’t in their Beltran said. Even though art area,” Beltran was a vocal major, performed in theater she also shows. Photo by Subhash Kantamneni 4. DARING DANCERS Learning a brand new dance, Panier (8) does a move from a West African dance. Alexia see what the other majors “Being able to really do is the best part,” Before the dance lesson, Panier said. Panier already knew most because she had already of the dance taken the class. Photo by Schoen Jeremiah

Clips: pHOTOS STUDENT LIFE BUSTIN’ AT THE SEAMS- PAGE 6/7

ARTS AND ACADEMICS SHOWSTOPPER- PAGE 34/35

Closing letter: This portfolio contains something so small, compared to the great world of opportunities the world could provide me. But it is a precious treasure; this work is a symbol of my growth throughout the year. Nothing could be more valuable than my writing and work to me, not even money or gold. I will treasure my work forever, as I will the lessons and memories I experienced on the Masterpiece Yearbook staff. My year on the staff was such an insight to my future. Not only did I experiement my talents, operate as a company would, and learn discipline, I also was able to discover my strengths and weaknesses of working with others in a strict time frame. The many lessons I learned will certainly help me through my first job to my last. I will always look back to the people that helped me and the stress I managed. With my newfound confidence, I am able to tear through assignments, create interesting designs, take photos that can attract viewers, and write stellar copy with success. I feel stronger and self-confident in my creations. This year on the staff has affected me forever, now and for the rest of my life. I thank everyone who has helped me through these days and weeks of deadlines, stress, and photos. It’s amazing how a single year could make such a change to one’s life. I could never be where I am now without this course. As a staff, we felt anxiety, stress, and, of course, success when our final product was delivered. Our creation was admired by almost all of the teachers and students at our school, which lead to a synchronized confidence of all the staff together. And, here, I’ve gathered all the pieces I’m proud of and all the copy I read with happiness. Here I display my best photos and my favorite spreads. Here is my contribution to the Yearbook staff. This is my portfolio.