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.

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 7: Independent Component 1 Approval

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

• I will be responsible for overseeing, participating in, and directing the completion of the first 32 pages of the yearbook, in order to meet our first deadline date. I will be working alongside the design team and will also be designing a few spreads myself. I will also be assigning work, schedules, lesson plans, and grades to the staff and editors. This will be done through each elective day, after school and lunch meetings, and time outside of school. 

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

• I will be taking files, photos, and descriptions of what I do every time progress is done on this component. The evidence will be shown in the final design of the 32 pages, which I will post on this blog as each one is completed. 

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

• This will demonstrate my skills as an editor-in-chief, putting me in charge of a student-run publication. It will emphasize the importance of an editorial position, where I will be managing, directing, and influencing the work behind creating a product, alongside fellow staff members and editors within a publication. This component will also allow me to learn the functions of a publication, and allow for a greater deal of involvement in each department of a publication.

4. Link on sidebar.