Last Post?! Brace Yourselves

Yearbooks are coming.

Today all 300 copies of the book came in at 11:30. I finished off my final duties as editor in chief by distributing books to seniors first. We spent a while stacking all the boxes and putting them in order by house so that people could come into the MPR and get them during lunch. Can't believe it's all coming to an end... Bittersweet moment! Aside from how proud I am of yearbook elective members, there were still some flaws that could have been fixed and I kind of wish I had a time machine to go back. Nonetheless, a lot of people worked really hard on this yearbook, and I'm so glad I was able to produce my fourth and final book here at iPoly.

Blog 22: Senior Project Reflection

1. I'm most proud of my activity. It actually turned out well because every person participated and followed instructions. It kept the fun and energy high and thus it created a more comfortable and confident environment for me to continue presenting. Also, everyone understood and applied my best answer/what I taught prior to their creations, and they seemed to really enjoy it.

2. a) AE/P; I feel that I did go above and beyond in this presentation by meeting P requirements as well as going out of my way to really decorate and set up a unique and cool presentation room.
b) AE/P; for the same reasons above, I did meet P requirements and went down a creative route in a lot of my components.

3. What worked most was doing this blog. It helped me keep track and showcase the progress of my project and guided me in keeping consistency with everything.

4. Honestly I think I did fine for the most part, but I'd really want to go back and start off my final presentation a bit better. I feel that my nervousness and jittery nerves kind of showed through in the beginning, as I felt myself talking much faster than I had practiced, and that did worry me too.

5. I definitely will use the experience from this project, and mostly from mentorship, to help me in college to hopefully start a career in the publishing and design field. I definitely appreciate the components of this project for diversifying the different ways I can interpret my topic and better improve my skills. Seeing how Mimi did her job and gave me valuable advice in being a better editor, I kind of got thrown the ropes of being in and experiencing an actual publishing career.

Blog 21: Mentorship

Literal:

• Mentorship log on right side of my blog.
• Mimi Orth, Mr. Strand's room at iPoly High School

Interpretive:

• The most important thing I've gained from mentoring under Mimi was learning what it is like to work in publishing for a possible career choice. Mimi's experience in yearbook publishing and Herff Jones has benefitted me in not only my senior project, but also guiding me to real-life application of the skills I've learned under her wing, to use for other endeavors such as internships and working for a student newspaper, which I aspire to do next fall.

Applied:

• What I've done with Mimi in my mentorship really helped me answer my EQ through actual experimentation; for better clarification, I was able to really test out all three of my answers, and see which one of the three stood out the most throughout the duration of my mentorship. Mimi was present for the progress of my mentorship, and through her advice and valuable knowledge when she was present in yearbook, I was able to see how the best answer for my EQ showed through real situations and application. Having her teaching me as a mentor also helped in supporting my EQ and best answer fully and thoroughly, with evidence coming from what I did in yearbook under her watch, and was expected of me as an editorial publisher of a student publication (ie. how the staff worked, how I taught the staff, how spreads and content looked, etc.).

WRAP PARTY!

The yearbook is being printed at the Herff Jones headquarters in Indiana as we speak! All 128 pages and the COVER! I'm so excited for when they come in late May. In the meantime, yearbook is having a "wrap party" right now to celebrate the end of a great book and a great year. Once the book comes I'll definitely take some photos for you guys. Next week, we're planning on doing interviews for potential editors, as well as looking for a new editor in chief. The staff is currently working on something called Fakeline, which is just producing a fake mini-yearbook in hopes of coming up with next year's theme, and they'll be working on it until near the end of the year. Anyways, we have piles of food and a movie (Mean Girls) to watch :)

Blog 20: Exit Interview

1. What is your essential question and answers? What is your best answer?

• EQ: How can an editorial publisher produce a quality yearbook?
• Answer 1: Teach staff how to design visually appealing spreads.
• Answer 2: Utilize best photography practices to capture peak moments that happened during the year.
• Answer 3: Incorporate copy that reflects students' memories of the school year.
• My best answer turned out to be Answer 1. I found that in order to truly have a quality yearbook, it must look like a quality yearbook; meaning, visual appeal is crucial in determining whether or not a yearbook is of quality. Answer 2 and 3 are important as well, but it's most important to have it all visually designed and packaged in a way that will please the school audience, pertain to the school itself, and meet yearbook design guidelines (also known as the "golden rules" of publication design), which was mentioned in almost all of my sources but mostly from my mentor Mimi and her published book, The Yearbook Bible.

2. What process did you take to arrive at this answer?

• Research check is where I first began to think that Answer 1 was my best answer. All the research I used always mentioned how, because yearbook (or any publication for that matter) is very visual, it's design must be impeccable in order to accurately represent the content (photos and copy). I also used my first independent component to demonstrate the importance of at first all three answers, but as time went on, design prevailed and truly showed itself to be the best answer. Because my goal was to complete the first signature of the color spreads, design was the backbone to all that we did, regardless of the content. In the end, it really is about how it looks. 

3. What problems did you face? How did you resolve them?

• Problems that came up would definitely be finding credible sources. If you can tell by my WB I mainly used actual books and texts instead of articles. It was rather challenging to find legitimate articles on publication-related topics like design, photography, and copy. I resolved them by using books and journals in order to make sure they were credible for my research. Another problem happened to be with keeping up with my mentor. Often Mimi is so busy that I am unable to talk to her or ask for guidance in certain areas. She also does not come to iPoly as often, and sometimes I would have to go quite far in order to meet with her and discuss. Other than that, she is definitely a valuable mentor and I truly appreciate her help.

4. What are two most significant sources you used to answer your essential question and why?

• The Yearbook Bible by Dolores Sanders and Mimi Orth. This book focused on everything that a yearbook publication should do, emphasizing on design, photography, and copywriting. The book is written and composed by Sanders and Orth, well renowned experts and veterans in the yearbook publication as well as the general print publication for many years. It also contains tips and guides provided by professionals and school yearbooks alike. I used two main chapters from this source as part of my research, and other miscellaneous pages that had more useful information.
• Designing Magazines: Inside Periodical Design by Jandos Rothstein. Rothstein is a professional graphic designer who has worked for numerous publications such as National Geographic for over 30 years. His book covers spread design, typography, graphics, how to use creative digital applications, and much more. He also briefly talks about content and help for beginners. Through this source I also solidified my reasonings for my best answer.

Blog 19: Independent Component 2

a. I, Krystal Lam, affirm that I completed my independent component which represents 30 hours of work.

b. Sources used:

• Sanders, Dolores. "Photography." The Yearbook Bible. By Mimi Orth. 4th ed. Charlotte: Herff Jones, 2012. Print.
• Rothstein, Jandos. Designing Magazines: Inside Periodical Design, Redesign, and Branding. Allworth Communications, Inc., 2010. Print.

c. done.

d. I completed a half-hour presentation of "Yearbook 101," which is basicallygeneral and summarized concepts of the three areas yearbook, being design, photography, and copywriting. I broke down each area within themselves to further explain them to underclassmen who attended this lesson during a brief lunch period in Strand's room. I also included an activity that utilized what I taught in that time. Most of them are planning on becoming editors or more integral staff members, so getting the basics down are extremely vital in being able to advance in yearbook. I spent a lot of time planning out which concepts of those three areas I would teach, as well as practicing my timing and overall presentation skills. I also did outside research from the Cal Poly library in order to do this component.

This component really helped answer my EQ because it actually integrated all three of my answers into a real-life demonstration. It helped me see how all three answers support each other and work in tandem in order to produce a quality yearbook. By teaching the kids who sat in for my lesson, I was able to understand how important it is that an editorial publisher properly educate staff on foundational subjects to yearbook. By first teaching the basics, it allows me to further instill knowledge into staff members as well as guide them along in doing better and improving on what they've learned. In response, I've begun to truly see how producing a quality yearbook needs much groundwork and understanding of design, photography, and copywritng, in order to best direct the entire publication towards that goal of quality. 

On the side of my blog, I have the powerpoint presentation I used for this lesson.

THE YEARBOOK IS TECHNICALLY DONE WOW (and other updates)

TECHNICALLY as in we just turned in our final deadline last Tuesday... THE LAST DEADLINE. THERE IS A LIGHT AT THE END OF THE TUNNEL. Well actually we aren't completely, totally done until we turn in the fixed proofs of those 32 pages, which should be coming in the mail pretty soon.

I can't believe the book is finished this early in the year. That leaves us with a good month and a half or so of getting it printed, a few weeks to have it bound and shipped, and arrive right on time at the end of May. It's certain things like this that makes me realize how quickly senior year has passed. I mean, looking at the spreads on a computer is completely different from seeing it in an actual, beautiful, physical form. I might be a little too excited.

As for my senior project, I've been working on my powerpoint for my second independent component, which is a lesson I'll be teaching to future editors and returning staff members on the basics of yearbook design, photography, and copy writing. I'm in the works of securing a classroom during a lunch period hopefully in a couple of weeks. I'm hoping that what I'll be going over will benefit next year's yearbook team.

Well those are some quick updates on what's been going on. Other than that, I'm seriously ready for spring break...

Blog 18: Third Answer

EQ: How can an editorial publisher produce a quality yearbook?
Answer 3: Incorporate copy that reflects students' memories of the school year. 

1. "Copy" is the term for the type of writing that yearbooks use in order to accurately portray people's memories and quotes, without sounding too formal or informal. 
• Example: Pep rally is a really upbeat, exciting, and busy event. The copy should reflect that, by using students' accounts and direct words. 
2. The copy that goes in the yearbook should compliment the respective photographs used on each spread.
• Example: A spread on pep rally has a dominant photo of Bryan Posada getting wrapped in toilet paper. The copy should compliment the photo by explaining what is happening, what Posada thought about the activity, the point of view from someone watching, and more of that context.
3. Copy should be written in a relatable way to the audience, in order to make it more interesting and make them want to read it.
• Example: Teenagers 14-18 are the audience in this case, and the way they speak and write are specific. Therefore, the copy should be written how a teenager would like it, instead of sounding too much like an essay, or even too much like text message.

Resources: 

• Patterson, Benton Rain and Coleman E.P. Patterson. The Editor in Chief: A Management Guide for Magazine Editors. Second Edition. Ames: Iowa State, 2003. Print.
• Interview #3 with Rebecca Chai, advisor of Walnut High School's Cayuse Publication

Concluding Sentence: Incorporating copy that reflects students' memories of the school year will best portray people's accounts of various events, compliment photographs that will be in the yearbook, and relate to the audience's age group, school culture, and individual interests.

Blog 17: Fourth Interview Questions

1. How can an editorial publisher produce a quality yearbook?
2. Can you define what a quality yearbook is in your terms?
3. Can you name a yearbook or a few yearbooks that meet all criteria in making it a quality book?
4. What can deter an editorial publisher from producing a quality yearbook?
5. What characteristics in design should a quality yearbook have?
6. Why is graphic design necessary in a yearbook?
7. Where have you seen great design in a yearbook?
8. Why is typography important in designing a yearbook?
9. What should a designer avoid doing while designing a yearbook?
10. What advice do you have for beginning graphic designers who are designing for yearbooks?
11. Is there a specific design trend you would like to see or see more often in 2014 yearbooks?
12. What characteristics in photography should a quality yearbook have?
13. What are some techniques or practices that a photographer should know or learn?
14. What advice do you have for beginning photographers in order to take good photos?
15. Why are well-taken photos important in making a quality yearbook?
16. What should a photographer avoid when taking photos?
17. Where have you seen good use of photography in a yearbook?
18. What characteristics in copy should a quality yearbook have?
19. What techniques or common practices and habits should a beginner-level writer have when writing yearbook copy?
20. Where have you seen exemplary copywriting used in a yearbook?
21. What should a writer keep in mind while interviewing a subject for a potential story?
22. What should a writer avoid doing when writing copy?

Continuing Research for Second Answer

Hey all, just a quick update on how my second answer is coming along. So my second answer is: utilize best photography practices to capture peak moments that happened during the year. The wording is kind of in progress with my presentation teacher right now. Anyways, after interviewing Rebecca Chai and hearing her stress the importance of "photography first, then everything else," I was inspired to look up the ingredients as to what makes for quality photographs that can be used in the yearbook. That lead me to search up the basic techniques of photography. Here's a video explaining the rule-of-thirds, which to Rebecca and fellow yearbook photographer/pro Symphony Moreno (and pretty much every photographer), is essential in any sort of photography.

Rule-of-Thirds

Other than the rule-of-thirds, other techniques that should be used while taking photos are leading lines and cropping. Below are some videos that explain them.

Leading Lines

Cropping

Blog 16: Advisory Meeting #2

EQ: How can an editorial publisher produce a quality yearbook?
Answer #2: Utilize good photography techniques to capture peak moments that happened during the year.

1. Photography is a vital component in the yearbook, since a yearbook is more commonly or generally known for it's photos of the student body and what happens during the school year.
• Example: People want to see a photo of them or their friends, not a photo of, say, a desk or the teacher during a boring lecture.
2. Good photography techniques lead to better quality photos that will capture the peak moment of an event or events, that can later be used in the book.
• Example: Having a dynamic photo capturing a person mid-kick during a soccer game is better than a photo that doesn't display that type of action/dynamic. The reader should look at a photo and feel as if they are right there when the event happened. 
3. Using good photography techniques will benefit the staff in their photo-taking skills. In other words, using good photography techniques will help staff members develop creative skills that will help them in other projects aside from the yearbook.
• Example: Getting staff members used to using the rule of thirds, where an image is slightly off center. This can come in handy when taking photos in general, or is also when drawing, painting, and other creative mediums.

Resources:

• Sanders, Dolores. "Photography." The Yearbook Bible. By Mimi Orth. 4th ed. Charlotte: Herff Jones, 2012. Print.
• Interview #2 with Rebecca Chai

Concluding Sentence: Utilizing good photography techniques lead to better quality photos that will be vital in the composition of a yearbook, captures the peak moments and events that occur during the year, and benefits the staff's skill sets for future creative endeavors.

Blog 15: Independent Component 2 Approval

1. Describe in detail what you plan to do for your 30 hours.

• For my second Independent Component, I will be teaching a workshop lesson on the general basics of spread design, effective photography, and compelling copywriting for next year's editorial team and staff in the Yearbook elective, on a Friday or the weekend (most likely April 12, if I am given permission to use a classroom that Saturday) after our final deadline.  

2. Discuss how or what you will do to meet the expectation of showing 30 hours of evidence.

• Throughout this month and next month, I will be creating a visual PowerPoint, 3 activities corresponding to each section, and an oral presentation, where I will present to students coming back into this elective, and those in editor positions for the next year. Often, the Yearbook editor-in-chief/editorial publisher does this as tradition of "handing down the title" to the younger students, and must ensure that they have acquired the basic foundation of what makes a quality yearbook. I will be taking lots of photos and videos of what I will be doing; when I am making the visual, practicing in front of my current senior editors, doing research for the information I will be speaking of, making presentation speaker notes, etc.

3. And explain how what you will be doing will help you explore your topic in more depth.

• After creating my first answer, I figured that I should incorporate more of the teaching or directional aspect of editorial publishing (since I will also be rephrasing my first answer for later). It is important that an editorial publisher advise, direct, and instruct their staff members and editors. Of course, I am not creating the product, the yearbook, by myself. My job is to lead and maintain the creative vision and progress that goes into a quality yearbook. Teaching others how to execute it is key to creating a quality yearbook and proving for a piece of successful editorial publication. 

4. Post a log on the right hand side of your blog near your other logs and call it the independent component 2 log.

• Done.

Blog 14: Independent Component 1

Literal:

• (a) I, Krystal Lam, affirm that I completed my independent component which represents 30 hours of work.
• (b) Sources used:
• Mimi Orth, my mentor. 
• The Editor-In-Chief, by Benton Rain and Coleman E.P. Patterson. 
• (MLA: Patterson, Benton Rain, and Coleman E. P. Patterson. The Editor in Chief: A Management Guide for Magazine Editors. Second Edition. Ames: Iowa State, 2003. Print.)
• The Yearbook Bible (Chapter: The Elements of a Yearbook Spread), by Dolores Sanders and Mimi Orth. 
• (MLA: Sanders, Dolores. "The Elements of a Yearbook Spread." The Yearbook Bible. By Mimi Orth. 4th ed. Charlotte: Herff Jones, 2012. Print.)
• (c) My log of hours dedicated to this independent component is located on the right sidebar of my blog, called "Independent Component 1 Log." Also on the sidebar is a document titled "Independent Component 1 Completed." Some previous blog posts of mine contains photos and descriptions of what I did while working on first deadline.
• (d) I completed the first deadline of the 2013-2013 yearbook. The first deadline consisted of the cover, endsheets (also known as the "space for signing and signatures"), and pages one through thirty-two.

Interpretive:

• I worked on completing the first thirty-pages of the yearbook, where I had designed a few of my own spreads, brainstormed on coverage ideas, assisted and taught the design team, gathered and organized content such as photographs and writing, and edited or revised spreads before they would be turned in. The first deadline is honestly the most important, because it contains many of the color pages and has the most impact on the school body, being that it contains the cover as well. I was responsible for making sure that all of these spreads would be turned in on or before the due date, November 18, 2013. I dedicated many hours to creating and editing spreads, as well as directing, helping, and guiding the design team on their assigned pages. I had to refer back to my sources every now and then to ensure that the spreads would turn out to be quality ones, where the overall aesthetic of the spreads would be pleasing and interesting. I also spent time going over and checking all of the photos and writing from staff members. Going along with the ideas given by the designers and their respective spreads, I personally picked photos and chose the stories that were suitable for each spread. The evidence can be located on the right sidebar of my blog, titled "Independent Component 1 Completed," as well as in a few previous blog posts where you can view photos and descriptions of what I worked on for the first deadline.

Applied: 

• This component helped me understand the foundation of my topic, Editorial Publishing, much better because it showed me the kind of work an editorial publisher puts into the creation and creative process of their product. In my case, I had to dedicate a lot, and I mean A LOT of time, thought, and creative vision into my product, which was the 2013-2014 yearbook. Being that this was only the first deadline, this independent component also prepared me for the onslaught of more deadlines to come, a main component in an editorial publisher's duties. Independent Component 1 has also pushed me to continue learning how to produce a quality yearbook, by teaching, directing, and working with your fellow designers, editors, and staff.

Grading Criteria:

• Link on sidebar, "Independent Component 1 Hours Log."
• Link on sidebar, "Independent Component 1 Completed," as well as some previous blog posts containing photos and descriptions of what I did working on first deadline.
• This is the LIA, and it is on my blog once I press "publish." (・∀・ )

Blog 13: Lesson 2 Reflection

1. What are you most proud of in your Lesson 2 Presentation and why?

• I'm proud of how strong my content section was, and how my PowerPoint just helped visually support what I was talking about, rather than just relying information to the audience. I made sure to focus on understanding the content I presented today and not read off what was on the slides, so that way I interacted more with eye contact and engaging the audience.

2a. What assessment would you give yourself on your Lesson 2 Presentation and why?

• I would give myself an AE or a P+. I met P requirements, and felt that I went above them. I included a lot of examples, both of what helped me formulate my answer, as well as examples I had created for the presentation itself. I made sure to refer to my mentor, my sources, as well as experiences that regarded the content multiple times. My PowerPoint was also interesting, so it really helped in keeping everyone engaged throughout the entire time.

2b. Explain why you deserve that grade using evidence from the Lesson 2 component contract.

• I had definitely met all P requirements in professionalism by keeping things fun, interesting, and interactive. I made sure not to just read off slides, and spoke nice and casually, so it wouldn't sound like a typical formal presentation. For organization and creativity, I went out of the box with my PowerPoint by adding a lot of relevant photos, graphics, animations, the props I brought which were the yearbooks, my activities, and so on. I really enjoyed how people participated in my activity, not just because of the candy prizes, but also because of how everything I had taught before was made clear by having actual yearbooks to find things in. My justification and answer also met P consideration, but I went more in-depth with referring to my two sources and mentorship throughout the presentation, almost on every slide. Finally, for audience involvement, I went above P consideration by having my hook activity be an attention-getter and point out a problem, and answered the problem we saw in that activity with my other activity. Everyone use what I talked about in my lecture to understand the purpose of the hook activity, as well as understand why my answer of designing a spread that portrays content is prevalent in my EQ and topic.

3. What worked for you in Lesson 2?

• What worked was the templates we had to do beforehand, because it really helped me organize and put together the presentation itself.

4. What didn't work?

• I guess what didn't work was how much time I spent on the lecture content section. It was difficult trying to keep time of myself while I was actually presenting, when all my focus is diverted to talking and whatnot, so I feel like I went a little over time on that, resulting in reaching about 30-32 minutes overall. To better state that, I would say the timing of my presentation.

5. What do you think your answer #2 is going to be?

• This time I think it would be "having emotionally compelling copy about the student body." Still not too sure at this point.

One Deadline Kind of Done. Three to Go.

That's right, the first 32 pages of the yearbook are DONE. Sort of. Unfortunately, as every yearbook publication goes through, we are still in the process of making editing adjustments to our spreads. Our "proof" files are here; the large printouts of what we've turned in to Herff Jones, where we make corrections online and resend it back to the processing plant. In the midst of this all, deadline 2 has creeped up on us, leaving a rush to get things done. I mostly spent today's elective planning out the NEXT deadline, which is in three weeks. Ridiculous right... But that's what yearbook is! Deadline 3 has a lot of spaces to fill, since we don't know what will be happening on campus for the next month. I also spent a lot of time helping each team leader with their assignments. The designers are working hard at and after school. We've had 3 Skype "work" meetings from home, so not every second is wasted. We also got some more new students, so we took a good chunk of elective time to teach them the basics. As I was working in the back, I saw that main issues I've come across lately is the lack of content due to the winter break, as well as there being not much happening at iPoly lately. So I'm going to be busy trying to plan out the content that we will be needing, as well as the two other deadlines that are on our backs. Oh boy.

Anyways, here are some updates regarding Yearbook.

A profile that will be going into the senior portraits. I've revamped the photo to become a cut out of the person, so it's not as boring, as well as a better headline.

Elijah and his spread. He's working on the "all coverage device", which covers what happened during the week in photos and caption, much like Instagram. 

A proof file we got back, of the senior class and the best and most winners... We fixed it, big time! Nathan is in the works of it.

Nitjasin and his layout of a spread. This is honestly the hardest part of creating a spread, because you don't have any content to work off of yet. You've just gotta visualize.

Panorama of the room, busy with deadlines.

Bryan editing some copy writing, which will go into a spread about Model Assembly.

Strand paused the class today to teach a crash course to the newbies. They need to improve their interview skills, so they did an activity.

Hannah, a photo editor, going through each and every spread to mark down people in photos, so that each photo has a different person.

Bryan and I had to go over Hannah's list of people to see who's been in the book too much, versus who hasn't. 

Deadline 3 planning! Still in the works as well.

Blog 12: Third Interview Questions

1. How can an editorial publisher produce a quality yearbook?
2. What defines a quality yearbook?
3. What are all of the components of a quality yearbook?
4. What characteristics in editors make for a quality yearbook?
5. What characteristics in staff members help create a quality yearbook?
5. What are some common issues that result in an unsuccessfully executed yearbook? How can an editorial publisher resolve these problems?
6. What must an editorial publisher do to keep the creative process of the yearbook running smoothly?
7. Where can an editorial publisher draw inspiration for quality spreads?
8. What is the best way to strengthen the overall aesthetic (design, photo, and copy) of a yearbook?
9. How can an editorial publisher best help their fellow editors and staff members in creating spreads?
10. What can an editorial publisher do to make sure that quality spreads will be turned in on time for a deadline?

Blog 11: Mentorship Hours

1. Where are you doing your mentorship?

• In Strand's class whenever Mimi drops by to help us on the production of the yearbook, to teach myself and the other editors, or to work with Strand and I on the computers. The tasks vary each day.

2. Who is your contact?

• My contact is Mimi Orth, a Herff Jones Sales Representative.

3. How many total hours have you done?

• In total, I have done 30.5 hours (including summer mentorship). Not including the 10 hours of summer mentorship, it's been 20.5 hours working with Mimi. The hours varied daily when Mimi was here for different purposes, such as setting up the computers, designing certain pages, or organizing programs, which took longer than the hour and a half allotted for elective.

4. Summarize the 10 hours of service you did. 

• I have done more than 10 hours, because mentorship takes place every other Tuesday each month. The most that I had done was working with, assisting, and directing the editorial team, Strand, and staff on the progress of first deadline. Majority of the time I taught design team on yearbook design, edited design layouts, helped brainstorm ideas for stories, assigned staffers their assignments, scheduled out events to cover, and look over photo submissions. I also held meetings with design, photo, and copy teams during school and on weekends, and work on spreads at home (Skyping with editors and whatnot). Because I am the "Book Editor-in-Chief," I am solely responsible for the production of the yearbook itself, while Stacy handles funds, elective management, and logistics, so during mentorship I focus on the creative aspects of yearbook elective. 

5. Email your house teacher the name of your contact and their phone number confirming who they should call to verify it.

• Okay.

Blog 10: Senior Project - The Holiday

1. What did you do over break with your senior project?

• Over break, I continued looking at research to help conceive a few ideas, angles, and answers regarding my new essential question. I visited my local library to check out potential articles and books to use for the upcoming research checks, and spent time reading over these materials. I also spent some time working on my independent component, where I contacted yearbook design team members and turned in the remainder of our proof spreads.

2. What is the most important thing you learned from what you did and why? What was the source of what you learned?

• The most important thing I learned is how to manage time while working on a product which involves heavy investment of teamwork. What I mean by this is that deadlines are a huge concern in working on any type of project, in my case, the first deadline of the yearbook. Managing your own deadlines within a major deadline is something that an editor must know how to do. Every assignment given should not only be of high quality, but must be turned in on time, or else it won't be in the final copy of the yearbook. In order to make sure it is, there are steps along the way in which I will have to schedule certain times where a component of a spread is due, before the final due date. For example, a complete spread may be due January 27. It is part of my duties to manage how the spread will be completed. An outline may be due January 1; then, photos for that spread should be due January 7. The source from where I learned this is from the book titled, "The Editor-in-Chief: A Management Guide for Magazine Editors," by Benton Rain Patterson and E.P. Patterson. This book had a whole chapter dedicated to time management, which I personally think was the most important part that I have read so far.

3. If you were going to do a 10 question interview on questions related to answers of your EQ, who would you talk to and why?

• I would talk to the Class of 2012's Editor-in-Chief, Elissa Fultz, who has more than five years of experience in Yearbook, and also worked on other independent projects of editorial publication. If I am unable to be able to interview Elissa, I would interview a fellow Yearbook advisor, Rebecca Chai. Rebecca Chai works at Walnut High School, and has prior experience working as  an editor for a newspaper as well as being a representative for Herff Jones.