POR TFO LI O
e a r
When I worked on the spread of 44-45, I was the most pleased. Until we started working on the later half of our spreads, I strayed away from design, sticking to the writing of captions and copy. This all changed once I started to jus design and felt my energy come back, allowing me to me design and revise the spread in the matter of only a few days! of course, Elizabeth and Angela helped out with the captions and copy for this deadline! For this spread, the topic of career planning really intrigued me, due to the fact that at that time, i was really debating what I should do. For this spread, I wanted to do a center dominant to put a twist, leading to the Academics continuation theme. I liked the photos (compliments to the photographers!) and the way that we had all the modules circling around the dominant just like everything stems from that and the copy. First, I started to work from the centre of the page, out. With this, I started with my dominant. After that, I worked from the left down, creating the pull-out quote and photo package down below, then configuiring space for captions, repeating this on the right, but making a bigger space for copy (which I can admit I am not pround of at all).
The most difficult issue this year would have to be the shortage of members, including the arrival of out new member, Angela. Although this was new to Elizabeth and I in â€ erms of teaching, I would personally take it as a learning curve, helping us learn how to be good mentors. If we ever got a new member without Yearbook experience, I would be happy to help them learn the ropes! It was fun to be able to band together on spreads and even learn together! Not only did we help Angela, but she massively helped us. Being certified in Photoshop, she was able to show us things to pop and improve photos for our spreads, as well as create modules and showing us shortcuts and tricks. Like I said before, I wouldnt consider this a road-block, but rather a green light, helping us push to the deadline. This will help me further down the line when I myself will have to help someone new, or explain a house layout to someone with little knowledge of architecture.
REFLECTION ESSAY PERSONAL ESSAY
After my second year of being apart of the Oviedian Yearbook staff, I can happily say my skillset from year one has truly been honed down, allowing me to become more confident in Illustator, Photoshop, Indesign, and even Miscrosoft Word. Although my career choice has changed to architechutre, each and every skill that I improved upon will better me towards my goal of being an architect! I changed sections from Organizations to Academics, and became Section Editor. Along with this new role, came new responsibilites. I wrote more copy than before, and designed over 6 spreads (with help of others, of course!). Personally, I feel like with everything I had to do and the Elite Weekend and FSPA camp, I have throughly improved and can happily say that I feel confident in my ability to design spreads, and other designs on Illustator and InDesign as well as writing quality stories and captions.
My favorite memory would have to be my first year of being on staff when I was in Organizations. Not only for the nostalgic effect of remebering the seniors before they left this year, but my development in Yearbook and how I first discovered the true world of journalism, and not just the FCAT writes imaginative stories about a tree house. My connection for writing peaked my first year, and my second year, my urge for design in spreads and modules suprised me. This class has really let me improve on my career choices and what I wanted to do once I get older, and as I am wrapping up Junior year, I feel that i have come a long way in the process of design and how I take on projects, allowing me to stop procrastinating and get things done when assigned, helping me in my APUSH class and APLANG.
Amy Le,10, recreates a Spanish painting by Jose Guadalupe Posada for a Day of the Dead project. Le turned the ominous painting into one that's filled with colors and was 3-D, which brought it to life. “By changing the painting, it benefitted me by opening a new point of view on how I look at Spanish culture during the Day of the Dead festivities.” said Le. In Mr. Waisnens Chemistry class, the students played battleship, but with a periodic twist. Kaitlyn Amour, 10, and Abby Coleman, 11, work against each other as they learn the Electron Configuration. This activity helped them both, as it was more fun than worksheets. “It was fun to work with my friends.” said Coleman. Joyce Ng, 11, and Serena Pilato, 11, present their pumpkins that they made over the week. The pumpkins are painted to represent historical events such as Ng’s pumpkin which depicts Mayflower. Along with the painting, the history students wrote small essays to elaborate on their comprehension on the topic they picked. GOLDEN FIGURES To study the reformers of U.S history, Cameron Messer, 11, and Cameron Garrow, 11, do a speed dating game as they portray reformers. This project allowed props, letting many pull out their creativity. “I colored two paper plates the golden plates as a pun.” said Garrow. “So yeah, i’d consider myself pretty creative.” On November 30th, 2017 at the Annual Winter Concert, Blair Brown, 11, Eliana Benedick, 12, Sierra Alger, 12, Mitch Harrison, 12, and Gideon Anderson, 11 congratulate some of their peers, Brook Astasio, and Connor Battlefield for achieving All state winners of 2017. After hours of rehearsal, all levels of the Choir: Concert, Bravo, Bel Cantos and Horizons performed an outstanding show from acapella to accompanied songs with a piano. Eliana Benedick, 12, and the rest of the Horizons sang “My Old Kentucky Home, Shut Dedo, and O Come Emmanuel.” I am overjoyed that I joined a family that always strives to become better individually and together,” said Benedick.
Shark Bait Samantha Soto,12, serves wet and dry soils to worms to find their preferred type to help get a better understanding of the worms. “[This lab] gave me good insight to what it’s like to design an experiment and prepare for that aspect at college.” said Soto. “Getting a good feel of things is better for my personal learning experience.” An Atomic Bond In Chemistry, Trevor Jones,10, and his lab partner, Chase Willard,10, create different variations of the types of atomic atoms with clay. The work on the models will help them in the long run by giving them a good knowledge base on the atoms. “It gave me a better understanding of what we’re doing in the class.” said Willard. Bon appetite Mark Meyer,12, sends the smell of bacons and roasted peppers into the culinary classroom as he strengthens his chefs skills. “The people are amazing and the food is good!” Lone Ranger In English 3 honors, the class hangs their Indian Styled necklaces as a project to learn about different heritages. Mary Rodriguez,11, was happy to hear that they had to work alone. “I will work with someone, but I prefer to work alone.” said Rodriguez. Bad and “Boo”jee Margaret Femminineo, 10, and the cast of WROR tv went to attend a press event at Universal Studios. “It helped me get a glance at the work and creativity that goes into TV production,” said Femminineo. “We also got a glimpse at the making of the scare houses!” Brainiac Aislinn Rios, 11, draws out the structure of the brain with chalk for Psychology. “I enjoyed that I could draw out what I was learning, helping me better understand.” said Rios. Brain Candy Aaliyah Behzer,11, and Patricia Alvarado,11, assemble a large neuron out of candy for their supplies. “I felt happy when doing this because I could eat the candy and got to experiment with different materials for creating the neuron!” said Behzer.
In Mr. Hogues AP Environmental Science, the students were assigned a project to create a presentation on water case studies. The point of this project was to highlight specific bodies of water, then share their research posters to their classmates. Emily Price, 9, and Aryan Acevedo, 12, listen and take notes on Sean Schelling, 12, as he explains his studies. “You have to be very outspoken with your opinions, and we have to do a lot of presentations, but I enjoy sharing my work with my group!” said Schelling. “Mr. Hogue makes it easier if you’re shy, the classroom environment is lighthearted and easy to learn in.” To Price, this class helps her discover the connections between environmental interactions between humans and the natural world. “We discuss a lot of different issues, ranging from politics to bodies of water.” said Price. CAPTIONS: SEA THE COLORS In AP Environmental Science, Sean Schelling, 12, Emily Price, 10, and Aryan Acevedo, 12, show off their posters to their group. FRESH MILK Katherine Newman, 9, watches her classmates during a farming activity as they present what their farm has to offer in Mrs. Mckernan's AP Human Geography. WORLDWIDE DEBATE Trinity Llewellyn, 9, shares her argument to the class with her partner, Alexa Colon, 9. “I enjoy to present.” said Llewellyn. JE T’ADORE In Mrs. Huffman's French 3 class, juniors, Sidoni Pfaeffle, and Ruth Tufts, create their dating profiles, to show to their group. HISTORICAL DATES In AP US History with Mrs. Jenkins, Gabrielle Sherrod, 11, does her cycles in their progressive figures speed-dating project. ARE YOU CHICKEN? In Biology, Mya Sattaur, 9, answers on a whiteboard to later show the class. “I feel motivated to get the questions right, if not, Mrs. Brinkman comes around with a chicken-like doll to scare us.” said Sattaur. BLAZIN’ To make smores, Freshmen, Harrison Stone, Alexander Scott, and Angel David, work together to share their skills and assemble the oven to cook smores.