Joel Soto Portfolio 2016

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Joel Soto 8501 Man-O-War Road, Palm Beach Gardens, Florida 33418 | C: (561) 870-8474 | joelcsoto@gmail.com

Cover Letter

Dreyfoos Yearbook Adviser Dreyfoos School of the Arts 501 South Sapodilla Avenue West Palm Beach, Florida 33401 (561) 802-6000

Joel Soto 8501 Man-O-War Road, Palm Beach Gardens, Florida 33418 | C: (561) 870-8474 | joelcsoto@gmail.com

Resume

OBJECTIVES To bring skill and enthusiasm to the Marquee Yearbook Staff, while further enhancing my knowledge with publishing skills, such as interviewing, writing copy and captions, and using both Adobe Photoshop and InDesign.

EDUCATION • Two years at Bak Middle School of the Arts

Dear Dreyfoos Stephen Moore,

• G.P.A 4.0 EXPERIENCE

The depth of experience I can offer will contribute to your leading yearbook position. I’d love the opportunity to help take the Marquee Yearbook to the top of the field and help make it the best it can be.

My educational background has prepared me for the role of a yearbook staffer on your staff. In particular, my previous experience on my middle school yearbook staff as a business manager, has given me a solid background so that I can perform yearbook jobs. I am skilled in both Adobe Photoshop and InDesign. I have conducted interviews, taken pictures, written copy and captions, created designs, and revised content in my section and on my spreads. I have good leadership skills, can meet deadlines, and make sure to get tasks completed. I am eager to contribute my enthusiasm and up-to-date skills to the Marquee Yearbook team.

I look forward to an in-person meeting so that we can explore how I can make a positive contribution to the Marquee Yearbook.

I would greatly appreciate the opportunity to work with and learn from you and your talented team. Thank you, in advance, for your consideration.

Sincerely, Joel Soto Enclosed: Resume

Masterpiece Yearbook, Bak Middle School of the Arts • 2014-2016: Business Manager. Advertise sales, write receipts and deposits, organize sales reports, and create 8th grade personal ad pages.

• 2014-2016: Staffer. Conduct interviews, write copy and captions, create spreads, complete deadlines, and take pictures.

TV News Crew, Bak Middle School of the Arts • September 2015-March 2016: Floor Director, Features, Technical Director, Teleprompter, Anchor RELEVANT MIDDLE SCHOOL STUDIES Journalism I, Creative Writing, Graphic Design HONORS, AWARDS, AND MEMBERSHIPS • National Junior Honor Society, 2015-present- A highly recognized club devoted to helping out around the community and volunteer service • Bak MSOA Straight A’s, 2013-present- An award recognizing straight A’s for the entire year.

• Duke TIP Member, 2012-present- A program that identifies gifted students grades 4th to 11th and provides resources that nurture the development of these students.

• Duke TIP Grand Recognition, 2015- Scored the top 4% in the nation on the ACT. • Active Travel Soccer Team Member, 2013-present- Started playing travel soccer at the Palm Beach Gardens Predators at the beginning of 6th grade. I have continued playing in games and tournaments all throughout South Florida.

• STAR Citizenship Award, 2013-2016- An award recognizing and honoring students who have given an honorary amount of community service hours.

REFERENCES Jessica Samons: Yearbook Adviser, (561) 882-3870 Lourdes Alonso: Language Arts Teacher, (561) 882-3870 Kyle Gero: Soccer Coach, (555) 555-5555

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Joel Soto 8501 Man-O-War Road, Palm Beach Gardens, Florida 33418 | C: (561) 870-8474 | joelcsoto@gmail.com

Joel Soto

Self Analytical

I first started journalism when my creative writing teacher, Ms. Samons, told me to apply for yearbook. I had thought of applying before but I was never completely sure. When my teacher asked me to, I knew I would do it. In yearbook I was taught many new skills. I learned how to interview, take photos, write copy and captions, use Adobe InDesign, use Adobe Illustrator, prepare photos, write receipts and deposits, organize sale reports, create eighth grade personal ads, design spreads, meet deadlines, and much more. I was introduced into the world of journalism and design, and loved it. This was a valuable course for me, because I learned many skills not only to help me in journalism but in many other academic subjects. Also, I would like to be on the Dreyfoos yearbook staff when I attend Dreyfoos, and knowing all these skills can help me get into the yearbook staff and help me even more if I’m on.

Lastly I valued this class because I enjoyed making the yearbook and making something that people can look back at 20 years from now and remember their middle school years. I can use these skills in the future because I would maybe like to work for a publishing company when I get older.

Reflection #1

8501 Man-O-War Road, Palm Beach Gardens, Florida 33418 | C: (561) 870-8474 | joelcsoto@gmail.com

I chose the Ad Divider spread, “This is for You” as my most significant piece of work in our yearbook this year. The purpose of this spread was to show how ads were “for” all the departing eighth graders. We would explain this in the divider copy. The other purpose of this spread was to have a picture that would go along with the theme “This is for You” and would go on the back of the spread.

I was in charge of both writing the copy, and creating the photo that would go on the back of the spread. I started coming up with ideas for what the photo would be, and finally after about ten minutes, came up with the idea of a collage of baby pictures from ads that were submitted to the yearbook. I had one big picture that was blurred out in the back of the collage and then many smaller pictures on the back photo. Now I started on the copy. I could not think of anything, but then with a little help from Izzy, came up with the idea of the copy being about how the 8th grade personal ads were for the eighth graders and how it would be in the yearbook forever. This spread went through many corrections but later on was ready for publishing. I learned how to write copy throughout the process because this was the first copy I had written all year.

The main thing I liked about this spread was the copy, because it was my first copy and I prized it.

SHADING IN THE MEMORIES Secondary Headline goes here and summarizes copy

SHADING IN THE MEMORIES

A

harmony of voices echoed throughout the halls. The distant melodies of instruments, from oboes to drums, resonated across the walkway. Through the glass of the Main Stage Theater, visual majors could be seen setting up their artwork for display, paint stains covering their hands. If you were to travel along the length of the theater building, you would be able to see students practicing their lines and playing games. Electronic News Gathering cameras were stationed around the courtyard by communications majors.

All of the students were unique, and took risks to be apart from the rest. If all of them had conformed to what others expected or wanted them to be, Bak students wouldn’t be as skilled or as special as they were.

The lives of students at Bak were changed by everything that was provided for them at school, from education to social opportunities. They had countless elective choices and could do virtually any of their hobbies during school.

The society was a coloring book, strictly made for filling color into the black border with the shades that were supposed to be there. However, students at Bak did not follow the coloring book’s expectations, and colored out of the lines.

by Izzy Kjaerulff and Subhash Kantamneni

I

REMINISCING Students think about their favorite memories after three years at Bak spent learning, growing, and having fun. “My favorite memory from Bak would be when I performed for the first time in sixth grade chorus,” Noah Sams (8) said. “It made my love for singing even greater.” Although the performance was nerve-racking for Sams, he had a great time.

Photo by Joel Soto

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Theme

Section/Spread

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As the year comes to an end, students remember their great times at Bak

t came time for high school open houses, applications, and auditions. To the soon-to-be leaving eighth graders, walking through those front doors at Bak for the first time felt like yesterday. They still remembered the feeling of the nervous butterflies in their stomach, their heart almost pounding out of their chests, their heavy backpacks weighing them down, and their mind racing at one hundred miles per hour.

As eighth graders moved onto high school, they looked back not only at their memories from their first day, but from the last three years at Bak. That last minute studying in the courtyard for their test in second period, the crazy winter pep rally they had in their seventh grade year, or all the great friends they met while at school. In the blink of an eye, three years were over. They shaded in the memories and completed the final touches; it was now time to look forward.

by Joel Soto

Shading in the Memories

Advertising

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Final Version

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Joel Soto 8501 Man-O-War Road, Palm Beach Gardens, Florida 33418 | C: (561) 870-8474 | joelcsoto@gmail.com

Reflection #2

Main headline here

Sportscheck Why do you play?

Secondary headline should summarize copy and be relevant to the angle.

T

“This is for copy. More copy will be placed here.This is for copy. This is for copy. More copy will be placed here.”

Michael Jefferies (7) visual major

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“This is for copy. More copy will be placed here.This is for copy. This is for copy. More copy will be placed here.”

Craig Hughes (8) strings major

I think the spread from this year’s yearbook that I was on, and needed the most work was the Girls’ Volleyball Spread. Although I chose this spread as the spread that needed the most work, there aren’t many mistakes if any mistakes at all. I chose this spread though, because out of all my spreads I didn’t notice any with any problems. One of the only problems on this spread, is throughout the spread, we use two people multiple times. We use Lara Weiss in 3 pictures, 2 captions, and in the copy. We also use Rebecca Boss in 3 pictures, 2 captions, and in the copy. Both of these people are seen and heard about all over the spread. We clearly did not do a good job of capturing all the players on the team, by talking about two players throughout most of the spread. We could’ve interviewed more players and kept interviewing them until we got good quotes, so we didn’t have to use the same people’s quotes throughout the spread. Another small problem that I noticed about the spread is the sub headline for the copy also looks a little cramped in between the headline and the actual copy. I believe we could have prevented the problem of using Lara Weiss and Rebecca Boss by interviewing more people and we could’ve prevented the problem with the headline by moving the headline up and the copy farther down.

Some things I learned on this spread was to capture all of the players on the team’s thoughts about the season. Another thing I learned how to do were how to keep continuity throughout the spread. Overall I am very proud of this spread, but there are some mistakes or things we could have done to make the spread even better.

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Boys’ Baseball Scoreboard

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team

us

Parkway South Northwest Parkway West Mehlville Oakville Parkway South Marquette Parkway Central Oakville Mehlville Notre Dame Lindbergh Northwest Lindbergh

202 192 176 280 206 192 190 184 202 227 226 237 204 185

Theme

them 202 192 176 280 206 192 190 184 202 227 226 237 204 185

Section/Spread

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First Draft 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

T

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

Players strive to improve their skills on the court

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

Girls’ Volleyball Scoreboard Opponent

Conniston HL Watkins Duncan Independence Jupiter HL Watkins Duncan Independence Jupiter

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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OVER THE NET

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

Sporting A New Color

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

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5/23/2016 2:56:27 PM

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Joel Soto 8501 Man-O-War Road, Palm Beach Gardens, Florida 33418 | C: (561) 870-8474 | joelcsoto@gmail.com

Reflection #3 I am proud of this picture first and mainly because this photo made it into the yearbook. Secondly, the photo involves two people interacting with each other, which is a good element of composition when more than one subject is involved in the photo. Lastly, the photo has a good center of visual interest.

JOEL_1.jpg

I am proud of this photo mainly for all of it’s great elements of composition. The photo has a great center of visual interest and it involves depth of field. The photo also has elements of repetition with the students continuing and repeating down the line, and uses rule of thirds. Lastly, I am simply proud of this photo because it made it into the yearbook.

HORIZONTAL_JOEL.jpg

Joel Soto 8501 Man-O-War Road, Palm Beach Gardens, Florida 33418 | C: (561) 870-8474 | joelcsoto@gmail.com

Reflection #4

I believe I was an asset to this year’s yearbook staff in many ways. The first part is that I played an active role in putting my own effort into making the yearbook. The second part and most important to the making of the yearbook is I made all of the 8th grade personal ads, which is a major part of the yearbook. To make these ads I had to process ad submissions, organize sales reports, design ad pages, prepare photos, transcribe messages, and much more. Another way I was an asset to this staff was by contributing my own ideas and input during class meetings and specific spread meetings. Lastly, I took a big part in taking photos for all the spreads I was on, writing captions for all the photos I took and were being published, and in multiple cases writing copy for the spread I was on. I think the extent of my commitment to this yearbook was very high.

Examples of this is when I kept working on a specific task until my bus was called which was usually about twenty minutes after all the other staffers had stopped working. Another example is when I came into class during my lunch period to finish up a spread I had been on. Lastly, on certain occasions, I would come down during my study hall class, to finish spreads, cover a class to take photos, and finish writing copy and captions. I came to class during lunch, worked late multiple times, and came down during my study hall class.

I am proud of this photo first and mainly because it was published in the yearbook and made it as the dominant photo of the spread.

Also, the photo has some elements of composition that are very good. It uses the rule of thirds on both sides of the photo, has depth of field, and lastly, contains two of the subjects in the photo interacting with each other.

SPANISH_DOMINANT_JOEL_01.jpg

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Joel Soto 8501 Man-O-War Road, Palm Beach Gardens, Florida 33418 | C: (561) 870-8474 | joelcsoto@gmail.com

Reflection #5

In yearbook this year I faced many hardships and problems. Some of these problems were not being able to finish all of my spreads in one of the deadlines and not having all the correct resources for 8th grade personal ads. From the first situation with not being able to finish all my spread in one of the deadlines, I learned some key lessons. One of the main lessons I learned is how to manage my time wisely so I can finish everything I have to. This not only taught me a lesson in yearbook, but also a valid lesson in life. Another lesson I learned is when you have a lot to do, don’t get stressed out and not get much done. Instead, calm down, focus, and get as much done as you can. For the second situation where sometimes I didn’t have the correct resources to make the 8th grade personal ads, I learned that instead of waiting and maybe skipping that ad and doing it later, to take initiative and either call or email the parent. This is once again a valid lesson for life, to not wait and let the problem pass by, but instead take initiative and go to the problem, head-on. Another lesson I learned, that was a little scary at first is, in life I will have to have serious conversations with parents or important people. This was scary the first time, when I had to call a parent about a problem when they submitted their 8th grade personal ad. Overall in both of these situations I think I handled the problem well. For the first situation I calmed down, focused on getting my spreads done, and ended up barely getting all of my spreads done. In the second situation I called the parents about the problem and ended up fixing the problem that same day.

Joel Soto 8501 Man-O-War Road, Palm Beach Gardens, Florida 33418 | C: (561) 870-8474 | joelcsoto@gmail.com

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Reflection #6

At the mid-term, the yearbook staff was asked to fill out their learning goal scale/tracker, and mark what aspects of yearbook they were strong or weak in. After looking back upon my learning goal scale I noticed how I marked how I was weaker in the writing copy category, but stronger in the design category and meeting my deadlines.

For copy, I had written that I wanted to improve my copy writing skills, but I wanted to get more practice with it by writing it for more spreads. So far that year when I had tracked myself on my learning goal scale, I had only wrote copy for one spread, and wasn’t very experienced in it. I made a goal to write more copy by the end of the year, so I could get much better and more experienced. By the end of the year, I had wrote copy for three more spreads, and felt much more confident while writing copy.

For the design aspect of my learning goal scale, I was the highest and marked myself as a 4. This was one of my goals that I accomplished, because I had wanted to get better at design. I believe I accomplished this goal, by designing all of the ad spreads. Although there is a template for the ads, while placing the templates, placing the photos, moving around the elements on the spread, and much more, I got to understand more and more about how to design and how to use InDesign.

Lastly, for the completing deadlines aspect of the learning goal scale, I marked myself the highest as well as design. I believe I marked myself the highest for this category, first, because I met all my deadlines throughout my year. Secondly, because throughout the year, when all my deadlines were coming up, all my spread were already done except for once. I believe they were all finished except for that one deadline is because I learned how to manage my time wisely. The one time I didn’t get all my spreads finished without having to stress out on the last day, I believe, is because for that one deadline, I had waited to take pictures and kept pushing it off and then the deadline came, and I was rushing to get it done.

Deadline 3 Learning Goal Scale 5/24/2016 2:26:24 PM

Joel Soto 8501 Man-O-War Road, Palm Beach Gardens, Florida 33418 | C: (561) 870-8474 | joelcsoto@gmail.com

Reflection #7

After looking back upon my portfolio project from last year, I noticed lots of places where I have grown. Whether it be from writing correct and engaging copy, to designing spreads that follow design rules, to overall growth in creating a good yearbook on time, I had grown in multiple areas of yearbook.

First, one major way I have grown since last year, is with 8th grade personal ads. Last year, I wasn’t in charge of all of them but most of them as I stated in Reflection #4, “The second part is I made almost all of the 8th grade personal ads.” This year however, I was in charge of not only all of the ads, but all of the sales reports, receipts, and ad submissions. I would have to prepare photos for ads, transcribe messages, and design spreads. These were tasks I didn’t have to do as much last year but I did all the time this year due to being in charge of all the ads.

Secondly, I believe I have grown in the aspect of taking photos for the yearbook. In the previous year, I went out and took photos but not very often and didn’t have lots of experience with it. After reading over my Reflection #3 and reading what was good about each picture, I realized how much I had grown. Last year I knew all the basics and the “textbook material” but didn’t know much about how to use it out in the field and how to capture engaging photos. However, this year, I went out to take photos and cover classes much more and gained much more experience in how to use a camera and how to capture great photos. Not only did I learn how to use the camera much better and how to take better pictures, but I learned how to take pictures that involved elements of good composition. While writing Reflection #3 for this current portfolio, I was able to show what pictures I included these elements of good composition such as the rule of thirds, repetition, or a good center of visual interest, and noticed how much I had grown in this area.

Lastly, I believe I have grown in my copy writing skills. Although it may not be much, last year I wrote copy for one spread, and wasn’t experienced at all. Yet this year I wrote copy for three spreads and believe I became a much more experienced and confident copy-writer for the yearbook staff. My copy writing skills do still need work, but I know I am on the right path to getting my copy to become much better.

Joel Soto

Design

8501 Man-O-War Road, Palm Beach Gardens, Florida 33418 | C: (561) 870-8474 | joelcsoto@gmail.com

Time to Learn

SubHeadline Goes Here SubHeadline Goes Here SubHeadline Goes

The Fine Art of Language Arts

57% of students felt that they would rather test language arts on the computer

A fly swatting game to help sixth graders learn vocabulary words fast and easily. An online quiz on Cranium Core for groups of seventh graders to spark their competitive spirit. A game of telephone to demonstrate the fast paced plot of a novel in a simple eighth grade class. Students learn and grow through simple games in a unique perspective.

“We were using fly swatters to learn vocabulary words. You set up flash cards on the desk, and when the caller says the definition, the person that swats the card first gets the card. And the person with the most cards at the end wins. I had fun because I won and it was easy,” Abigail Hart strings (6) said.

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Hart said that her teacher let the class play games about vocabulary words which helps her study and be excited about learning new words. Learning vocabulary also benefited students in writing.

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“In writing, high vocabulary is showing the teacher that you know higher words rather than the basic, like elegant and beautiful rather than pretty,” Willow Hackett communications (6) said.

While vocabulary helped the students in writing, the perspective of language arts affected their view of language arts. The techniques used by language arts teachers helped to make the class more enjoyable.

Cooper Musser theater (7) said, “Ms. Gardener makes the lessons fun because instead of vocabulary, we do projects and activities. She made the Okay for Now project fun because instead of just writing a paragraph, we got to color and decorate birds.”

Jacob Schessel communications (7) said, “She gives us fun activities that overlap with the lesson so we can have fun while we’re learning.”

By Seoyoon Yang and Joel Soto

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4 out of 5 students enjoyed reading different passages in language arts

“Los Angleas is less a melting pot than a great, glittering mosaic.”

Q: Which way of learning works the best for you?

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Jonathon Gold, Pulitizer prize winning food critic, on his beloved home town.

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Textbooks Notes

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Videos

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Interactive Assignments arts & academics/language arts

time to learn

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Arts and Academics/Langugae Arts Spread Ducimporum volupti scienim poratempore et voluptate dolecte venditi stibus et quam rae pe eium facerae maximin pores cuscipsunt eos ipsaperiae pro ipsam que ature, quo te praes doluptam quas prem sim et alitatur modis sit est que est, incipit

Showtime

Students reminsce the year and look forward to the summer

The doors of the school opened for the first time and students came pouring in. Returning students embraced one another and talked about their different experiences that happened over the summer. New students shyly made small talk, already making new friends for the school year. The students shuffled into their classes with their new teachers and new classmates. Some students began thinking about what they are going to achieve this year, not only academically but within their art areas and outside of school. “[I want to] maintain a 4.0 GPA, especially in Geometry, go to Speech and Debate nationals,” Lauren Alexis Herba communications (8) said.

As some students began to plan what they would achieve in the coming year, they looked back to see what they achieved last year, and what they would do this year to do even better.

“I’m going to fix my grades. and try to be more involved in the school. I want to try out for the soccer team and be in plays,” Jemma Currie theater (7) said.

The beginning of the school year, marked a new journey and another chance to do better than the year before and achieve more of their goals.

by Joel Soto

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Communications/arts and academics

IN THE ZONE As Hayley Alfonso (8) hears the song play in her headphones she cannot help but smile. “When I’m listening to an upbeat song, I feel excitement. When I put on my beats I can jam to my favorite song by myself in privacy without any disruptions from the outside world,” Alfonso said. Alfonso loved listening to her favorite song “Hotline Bling” by Drake. Photo

by Sophia Pregadio

Best Viral Songs of 2015...

My Face- The 1 Can’t FeelWeeknd 2 Cheerleader- Omi Bad Blood- Taylor Swift ft.

3 Kendrick Lamar Uptown Funk- Mark 4 Ronson ft. Bruno Mars See You Again- Wiz 5 Khalifa ft. Charlie Puth

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STOP TALKING, START COMMUNICATING

“Video production because it allows me to be creative and it’s what I love to do.”Adam Goldstick (7)

Communications provides students with many valuable skills for life

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ension was high in the studio as the floor director ordered around students on the set. In the control room, students hit buttons and turned knobs with speed. The anchors were making last minute tweaks to their wardrobe, but stopped when they saw the signal to go live, “In three, two, one.” And the show began.

“There is a lot of stress [when creating the announcements] because it is hard to create a professional show in the short period of time that we have,” Thomas McCabe (8) said.

The communications department also

JAMMING OUT As Camila Fred (8) hears one of her favorite songs, a huge smile appears on her face and she begins to dance with Tara Miller (8).

“I think most people would agree the ‘Whip’ and ‘Nae Nae’ is the best dance, but I would say ‘Hit the Quan’ is better,” Fred said. She thought that “Hit the Quan” was better because it was an entertaining song.

Photo by Sophia Pregadio

Beyond the lens...

What is your favorite aspect of communications?

prepared students with skills that went beyond their communications classes and into their academics.

“Whenever we do presentations, it relates to speech and debate.

Whenever I’m writing a passage, it relates to newspaper. Whenever I’m writing a persuasive essay, it’s my marketing class,” Luke Stone (8) said.

Students in sixth grade were required to either take journalism or creative writing. These classes provided students with a preview of the writing aspect of communications. They worked in groups to peer edit each other’s work and to get

immediate feedback.

“I think we really get to work together well and we are able to tell our true feelings,” Zane Hurley (6) said. “[We can] express ourselves.”

Whether it was learning how to write speeches, or speaking in front of a camera for video production, communications offered a wide variety of classes to give students skills that could assist them throughout their entire lives.

by Subhash Kantamneni and Aditya Jadvani

“My favorite aspect is filming because I like to create [videos] people can enjoy on a screen.” Carlee Tew (8) “I like filming because it’s exciting to get out with my friends and make a movie.” Jameson Houran (6) NEWS GATHERING Pointing at her screen, Lauren Mulé (7) edits her news package alongside Joanna Luchese (7). “I like Electronic News Gathering because it gives me a chance to experience jobs I can possibly pursue in the future,” Mulé said. Her news package focused on the Student Government elections. Photo by Isabella Ramirez

ART FOR NON-ARTISTS While designing an infographic in Adobe Illustrator, Nedda Gosman (8) asks Natalie Sharp, communications teacher, how to make three dimensional objects with shading.

“I like Adobe Illustrator because it’s a clean way of doing art, and it helps non-artists become artists,” Gosman said. Gosman felt that Adobe Illustrator was a way to express herself. Photo by Brandon Lee

THE PASSION & Fashion

PRACTICE MAKES PERFECT Practicing her Congressional Debate, Lauren Herba (8) begins to think about her upcoming speech and debate competition. “In speech and debate, we write speeches and prepare for our upcoming competitions,” Herba said. She loved speech and debate because she felt that it gave her freedom to express her thoughts. Photo by Aditya Jadvani

For Music

Students use fashion and music as a way of expression

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enim, flannels and joggers, what did they all have in common?

They were all favorite fashion trends of students at Bak during the 2015-2016 school year. During that time, the students had seen many popular trends in both fashion and music that had shaped their personalities and behaviors.

“When you meet someone, usually their first impression of you is what you’re wearing. So in a way, fashion does express who you are,” Devonn Lewis communications (8) said.

Fashion trends had influenced students.

Each student still had their own style that broke the mold and expressed themselves. They all showed their own unique definition of fashion.

“Fashion helps express yourself. It shows who you are and what your personality is like. I think everyone has their own style,” Oliver Longley theater (7) said.

Music was another form of expression for students. To the students, the feelings 8

in the songs were what made it worth listening to. Songs like “Can’t Feel My Face” by The Weeknd were popular because of the fast tempo and lyrics.

“It has to have feeling to it. The tempo decides whether it’s sad or happy which is a big part of the song,” Lilyanne Basa,strings (6) said.

Each song was different and had its own unique sound. Lyrics and the feelings behind them affected the students’ opinion and their own connection with music and got a different feeling from them.

“If there’s no music, there’s no life.

Because music is life.” Basa said, “If there was no music, there would be nothing to help express your feelings.”

Music and fashion helped students express themselves, The trends that shaped the 2015-2016 school year and are things that the students would remember forever.

by Skyler Johnson

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“Speech and debate is a combination of theater [and communications] and allows you to be yourself.”

Natalie Macadar (6)

photo and caption

FASHION TRENDS OF 2015

Writer’s Group: Working collaboratively

Who: Marcus Pina Grade: Seventh What: Graphic Tee Style: Casual

Who: Ayana Harris Grade: Eighth What: Flowy shorts Style: Chic

Who: Nicolas Paglino Grade: Eighth What: Joggers Style: Sporty

LIGHTS, CAMERA, ACTION! Adjusting the camera position, Manasi Patel (7) listens for cues from the control room. “I like TV production because you get to learn how to produce a news show and how to incorporate game shows and features,” Patel said. Students learned how to operate all the equipment and perform each job correctly. Photo

by Isabella Ramirez

LOL MOMENT Alongside his friend Brooke Kaplan (6), Alrik Blanchard (6) shares a funny moment. “I found [these viral trends] mostly from my brother and then I learn them,” Blanchard said. Blanchard felt that the most annoying trend of the school year was “What Are Those?”

Photo by Joel Soto

Painting Your Own Path

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In Jessica Samons’ creative writing classes, students learn to work in writers groups, sharing their fiction and poetry in order to recieve constructive feedback on how to improve and grow as a writer.

(Left to right) Emma Shukla, Ryden Trimble, Nicole Chien, Eryon Panier

Beyond Primary Colors

Arts and Academics/Communications

Design

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vocal/arts and academics 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)

photo, caption, copy

“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)

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“Nirvana. They have really good music., and they’re rich.”

James Marhee (7)

SHADING IN THE MEMORIES

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

photo

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

FINDING YOUR FORTE

photo and caption

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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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REMINISCING Students think about their favorite memories after three years at Bak spent learning, growing, and having fun. “My favorite memory from Bak would be when I performed for the first time in sixth grade chorus,” Noah Sams (8) said. “It made my love for singing even greater.” Although the performance was nerve-racking for Sams, he had a great time.

Photo by Joel Soto

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Shading in the Memories

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As the year comes to an end, students remember their great times at Bak

t came time for high school open houses, applications, and auditions. To the soon-to-be leaving eighth graders, walking through those front doors at Bak for the first time felt like yesterday. They still remembered the feeling of the nervous butterflies in their stomach, their heart almost pounding out of their chests, their heavy backpacks weighing them down, and their mind racing at one hundred miles per hour.

As eighth graders moved onto high school, they looked back not only at their memories from their first day, but from the last three years at Bak. That last minute studying in the courtyard for their test in second period, the crazy winter pep rally they had in their seventh grade year, or all the great friends they met while at school. In the blink of an eye, three years were over. They shaded in the memories and completed the final touches; it was now time to look forward.

by Joel Soto

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dance/arts and academics

world languages/arts and academics DIFFERENT LANGUAGE, DIFFERENT VISION

Beyond the language...

Students look towards a brighter future with the gift of language

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porting sunglasses and a scarf, Valentina Gomez communications (7) held a wrinkled script in her hand.

Her partner, Allison Turner visual (8), was also wearing sunglasses and held a small clutch purse in her hand. In their tourist-like outfits, the girls did a dress rehearsal for the play they wrote about going through airport security.

“The airport skit was my favorite assignment because we got to create unique plays and perform them for another class,” Turner said. “I played the part of a tourist from Costa Rica.”

World language teachers often incorporated games and projects into their curriculum to make learning Spanish or French more interesting. As

high school credit courses, these classes provided a challenging program for students who wished to excel.

“I take Spanish because it will help me communicate with tons more people,” Janelle Puckering theater (8) said. “The biggest challenge is knowing that this course will count in the future.”

Many students chose to learn a new language out of many other electives offered. According to the New York Times, being bilingual “improved cognitive skills not related to language and even shielded against dementia in old age.”

“Because I live in South Florida, a lot of people speak Spanish and I want to be able to,” Kai Koren theater (7) said.

“Some of my friends speak Spanish, so when they speak it, I understand what they are saying.”

Learning a world language not only helped students to speak with people they know, but also would give them an advantage in a future career.

According to the U.S. News, bilingual people entering the workforce in 2014 were given an additional 10 percent to 15 percent pay raise.

“It broadens my horizons for a job,” Erin Hoffman communications (6) said.

“People who are bilingual can do more, so they have more job opportunities.”

by Heather Rollins and Esha Dudhwewala

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How will learning a foreign language help you in the future?

“It will help me communicate with people, and I can listen to, talk to, and understand more people.”

William Anderson theater (7) “If I want to go to a different country where people don’t speak our language, it will be important so I can ask to buy things, read signs, and communicate with tour guides.”

Abigail Reynolds piano (8)

RIRE Laughing at his teacher’s comment in French class, Marco Flavio (8) listens to the vocabulary from the unit. “I always try to participate in what my teacher is doing because I feel that if I don’t, I might miss out on what we’re learning,” Flavio said. Some of Flavio’s family members spoke French and he hoped to be able to communicate with them once he learned the language. Photo by Isabella Kjaerulff

“It will help me get a job and communicate with people in different countries.”

Nirmit Chandan communications (7) “I can better understand people, communicate, and guide them if they are new and do not know how to speak English.”

Ambreen Murad vocal (8)

GUAU! Explaining his steps in Spanish, Noah Sams (8) performs an experiment. “The experiment was to explain how to defy gravity step by step in Spanish,” Sams said. “The end result was the upside down cup held the water without it spilling.” Sams took Spanish to learn a new language, and to learn all about the culture. Photo by Lili Mueller

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FUERTE Flexing her arms, Lillian Khanna (8) tries to crush a raw egg as she explains in Spanish what body parts she is using. “I told Mr. E that I [thought] my arms were much stronger than my legs,” Khanna said. Even with the helpful cheers from Naila Gomez (8), Khanna was unable to crush the egg. Photo by Lili Mueller

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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

Beyond the steps...

What is your favorite position and why?

“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)

Beyond Primary Colors

Arts & Academics/World Languages

“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)

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Beyond Primary Colors

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

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

Sporting A New Color

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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

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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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Dearest Sasha Belle, We are so much more than proud of you! You’re strong and talented, witty and brave; you’re determined, creative, and bright! Thank you for being exactly who you are, sweet girl!

You’ve done an incredible job designing yourself. Your tenacity continues to amaze us. It has been a gift to see you grow and mature with the guidance of the exceptional teachers and staff at Bak. You have uncovered your gift of speech and debate and it has been a thrill for us to witness! “There are only two lasting bequests we can hope to give our children. One of these is roots, the other, wings.” You’re so ready, Sasha!

Much love, Mommy, Daddy, Olivia, and Jason xo!

Players strive to improve their skills on the court

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

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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

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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

5/23/2016 2:50:40 PM

girls volleyball/sports

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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

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

¿PREGUNTAS? Questioning her teacher over a type of conjugation, Karima Cromer (8) receives a high-five as a reward for her thought-inspiring inquisition. “It’s interesting to learn a new language because you can use it when you go to foreign places like Puerto Rico, Cuba, [or] Mexico,” Cromer said. Cromer thought of her teacher, Christina Donnelly, as “muy divertido,” meaning “very exciting.” Photo by Joel Soto

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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

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

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HOSPITAL Using props that their French teacher, Anne-Marie Bouchard, brought in, Emilia Boulon (8) and Emily Colaiuta (8) act out a scene about going to the hospital. “We tried to make our performance humorous and entertaining so the audience would like it,” Boulon said. Boulon already knew Spanish and she enjoyed the idea of being fluent in three languages. Photo by Esha Dudhwewala

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