Blog #10: Self-Reflection

1.) How do you think you are doing so far in your senior project and why?

I think that my senior project is going fairly well. Or, more appropriately, my product is going well. The rest of my senior project is alright. I would give myself a P/P- right now - while in some aspects I'm doing very well (AE status), in other aspects I'm, er, not doing as well.

2.) What is one thing you think you have done well on and why?

I think what I'm most proud of right now is my product: the yearbook. What we have for this book right now is definitely the best work that we have ever produced. Beyond that, I am proud of the entire yearbook process, as of right now. We've turned in cover, endsheets, and first deadline all in on time. Our last proofs were only one day late, and that was because we had to call someone for a technical issue (which ended up being a good idea). This has never happened before. Not since I've been on staff, anyway. Not only that, but what we turned in was almost totally complete. This is partially because of the effort of all of the editors - we all know what to do this year, as opposed to last year, when we had no idea what we were doing - and also because of the staff. The entire staff seems to be more willing to work this year. I like to think that I've done something to aid in this.

3.) What is one thing you would like to improve on and why?

I really want to improve on what I have for science fair. I currently have a partially incorporeal hypothesis (that's what I've called it in my head). It's just not all there. There are patches of nothingness in several places. I have been setting aside some time every few days to look through science fair links that I've stored, but I feel like I am coming no closer to a corporeal-solid-solid hypothesis. I'm planning, either this weekend or during break, to take an entire day where I simply sit down and research for three or four hours. I also want to improve on getting things in on time, namely my second interview. It was a fantastic interview. I'm even thinking of using it as my best interview, just because it would be hard to top. A little bit of myself died when I realized I could only get an AP on it.

Blog #9: Science Fair Proposal

1) What is your hypothesis?

I do not have the specifics of my hypothesis down yet, but I can tell you the gist of it:

If a paper is coated with more (some inorganic oxide), then colored ink on the paper will have a higher color strength.

A little explanation is necessary.

Coated paper often contains inorganic oxides, such as "alumina, silica, talc, clay, titanium dioxide, calcium carbonate, etc. and also polymers such as polyvinylpyrrolidone (PVP), polyvinylalcohol (PVA), gelatin, carboxymethylcellulose, and polyvinylacetate" (Lavery, Aidan and John Provost,Interactions of Digital Inks with Textile and Paper Substrates in Ink Jet Printing). These oxides give coated paper a leg up on color strength, since non-coated papers react weakly to anionic dyes (which are simply dyes with negative charge). These "regular" papers bond with the ink through Van der Waals interactions and hydrogen bonding. This allows the dye to seep, which makes the color less vibrant and shrinks the range of colors on the paper. The oxides on coated papers actually form stronger bonds with the anionic dyes, because of the "presence of electrostatic interactions between the anionic dyes and the inorganic oxide." The stronger the interaction, the less the ink moves around. The less the ink moves around, the more vibrant the colors.

While I have all of this information, I'm not sure if there's anything I can do with it.

I think that all of this is fascinating; the fact that they coat the paper with chemicals so that the ink can bond better, the way that they bond, etc. I guess I never really thought about it. But, where can I get these inorganic oxides? Is there a way that I could obtain them and use them? Is that simply impossible? Are any of them particularly harmful? For my experiment, would I just use glossy paper versus regular paper and then compare the resolution between them? Would I pick out every pigment on a computer and mark it down? These are all things that I feel I can use, but I'm not sure what to pick. I really have to look further into what is available to me and what isn't for this project before I come up with a more solid hypothesis.

With this in mind, all of the information below is subject to change.

2) Identify the dependent, independent, and control variables in your hypothesis.

Currently:

Dependent variable - color strength

Independent variable - the amount of inorganic oxide

Control variables - regular, untreated paper (versus the coated paper)

3) What is the connection between your science fair project and your senior project EQ?

My EQ is centered around making an award-winning publication, and in order to have that, image quality is key. There are also different things to consider when you get the book- sometimes the softer, less sharp pictures that come from matte paper are more desirable than the crisper, more intense colors of glossy paper. It all depends. However, knowing what types of paper will yield what results is important in any printed product.

Edit: An update as to how I will measure color strength.

After more research on how to measure color gamuts (the color spectrum range in a given palette or color "specimen"), I have found a program that will measure color gamuts for me: the Gamutvision Print Test. This program "obtains detailed measurements of the print's color and tonal response." It's free and will be accessible to me, a Mac, provided that I install Virtual PC 6 or 7. This is something my brother can get me fairly easily.

Once I have Virtual PC, I can download Gamutvision Print Test. After that, I simply need to follow these steps (as quoted from the website) :

1. "Assign a profile to the test pattern, if needed.
2. Print the test pattern, noting (as applicable) the printer, paper, ink, working color space, ICC profile, rendering intent, color engine, and miscellaneous software settings.
3. Scan it on a flatbed scanner, preferably one that has been profiled. Best results are obtained by scanning it next to a step chart such as the Kodak Q-13 into a file tagged with Adobe RGB (1998) color space.
4. Run Gamutvision Print test."

I am in the process of downloading VPC as I type this.

4) How will you perform the experiment? Include the equipment you plan on using.

I am not sure yet what equipment I will be using, because I don't know all of the materials that I will need or how I will need to handle said materials.

5) Which category will your project be listed under?

Chemistry.

Blog #8: What I've Learned So Far

1) What have you learned how to do since you started working on your senior project?

Something that I've really tried to focus on while working on my senior topic is how to strengthen theme throughout the book. This is something we have gotten better at over the years, but still needs to be worked on. Something that schools often have to help strengthen their theme are theme pages. For this reason, I have been trying to figure out ways to make the theme more clear not only by putting in more theme pages, but by incorporating little things in the content spreads.

2) Post evidence of this accomplishment. It can be in the form of a picture, video, document, etc.

I just completed the ladder this past week, which is basically the list of all 128 pages that are going to make up the book (I would post in on here, but that gives away absolutely everything that is going in the book, and I feel that might be a bit too public.) If you look at this year's ladder in comparison to past years, you will notice the new theme pages and spreads that are going to be put into the book. There are five theme pages and an three spreads of opening. This may mean nothing to you, but considering that last year we only had one theme page, and the year before that zero, this is quite an improvement. We are adding in theme the way that Casa Roble and Brentwood do, which is something we have always strived to do. Also, the extra two spreads of opening is something that we rarely do. Normally, books have only one opening spread. Depending on how you do it, the extended opening can add to or take away from your book. This year, though, we have a solid theme, solid photography, and solid copy to go with it.

In any case, here is something that appears throughout the book and strengthens this years' theme of "Here." I wish I could reveal more, but a lot of our current stuff is being used for promotional purposes, so we'll have to make do.

3) What research helped you to do this and how?

One article that really helped me is "Why Theme Copy Works," by Crystal Kazmierski. In this article, Kazmierski talks about how students will often be overdramatic in their theme copy, trying to stuff it with clichés and SAT words. Yet, according to Kazmierski, theme copy should be just the opposite. Theme copy works because you are trying to reel the student in, trying to make them understand the theme in the clearest way: by talking to them in a way they would normally be talked to. Theme copy is informal, but with a strong voice, as though the book itself is talking to you. That is something that we have definitely incorporated into our current theme copy. The book sounds like a snappy and sarcastic, but in such a way that it seems to be trying to cover up its secretly sentimental side. It's the perfect voice for the year, and we are making sure that the entire book screams it.

Independent Component 1 Plan Approval

1) Write a description of what you plan on doing for your independent study component.

For my independent component, I will work on the 2011-2012 yearbook. This includes staying after school to brainstorm, finalize, and tweak designs, as well as meeting with various editors to sort through photos, write and re-write the ladder, and do outside-of-school staff training.

2.) Describe in detail how you think your plan will meet the 30 hours work requirement.

Considering that I have already spent about 15 hours on this years' yearbook already, just by staying after school and helping mock up designs, I have no doubt that I will be able to exceed the 30 hours expectation.

3) How does your independent study component relate to your EQ?

My independent study component relates to my EQ in the closest way possible. By testing different methods and learning from them, I am increasing my understanding of what works in a yearbook and what doesn't. I don't think that there is any way I could learn about this better than by helping create a yearbook myself.

Blog #6: EQ draft #1

1) What is your EQ?

What is most important in creating an awarding-winning publication?

2) Make sure we're all on the same page.

By "award-winning," I mean that the publication received a nationally-respected award such as the Gold Crown or Pacemaker for yearbooks, or National Magazine awards for magazines.

By "publication," I mean and solid, physical representation of journalism, namely a yearbook, a magazine, or a newspaper.

3) What are some possible answers to your EQ so far?

Some possible answers that I have come up with are the staff (including the editors or leaders of the staff), the theme or focus of the publication, and the mastery of design, writing, and photography. These are a lot of answers, though. I'm currently trying to narrow down my answers, or my EQ, to make my answers more specific.

4) What has been your most important source and why?

My most important source(s), as of right now, are looking at other yearbooks. Picking out what works and what doesn't. Understanding their failures and how to avoid them. Seeing what was a success and how to improve on it. I don't know that this counts as an official source, though, so I'll say the Walsworth Yearbooks website. They are a prominent competitor with our publishing company, Herff Jones, and they have many experts (including Crystal Kazmierski, Brady Smekens, and Karla Thompson) who have written multiple articles on how to improve writing, design, and photography. They also have written articles to help outline what works and what doesn't in the yearbook world.

Blog #5: Second Interview Questions

This time I will actually be interviewing Mimi Orth. Mimi has been at Herff Jones for many years, and has been in the yearbook industry for even longer (she tells us exactly how long every time we have a workshop, but the number always escapes me). She has seen the ins and outs of yearbook design, writing, and theme work. She has watched and mentored as no-name schools blossomed into award-winning staffs. She has even advised (think Strand's job) for an award-winning school, Campbell Hall High School. Plus, she is our Herff Jones representative. Perfect, right?

Questions:

1.) How did you get into the yearbook industry?

2.) How have yearbooks changed since you entered the industry?

3.) Who are notable competitors with Herff Jones? Why?

4.) What do you think is the main quality or characteristic a yearbook should have?

5.) It seems that the yearbook staffs you advise for are, often, some of the most successful in the nation. What can you attribute to that? How have you helped them?

6.) Is there anything in particular that make award-winning staffs stand out?

7.) Have there ever been any major challenges in your career? For example, challenging or stubborn staffs to work with?

8.) What do you do on a normal work day? What do you find most fulfilling about your job?

Blog #4: Interview 1 and presentation 1

1.) In what way did the first interview affect your presentation? Please explain, be specific and use an example.

The first interview didn't really affect the topic of my presentation, but it did sort of affect the content. I chose to talk about theme, but in order to properly explain theme, you have to have a good yearbook example. According to Joseph Chan, mastering writing, photo, and design is essential to creating a good yearbook. So, I picked one of my favorite books which I felt had mastered writing, photo, and design, which was Brentwood High School's "Where Brentwood Happens" yearbook.

2.) What do you say stood out about your presentation performance and why?

When I used the book for my presentation, I wanted to show what thought goes into making a yearbook theme smooth. It's sort of difficult to describe a "smooth" yearbook theme, but it's a kind of theme that doesn't get drilled word-for-word into your brain from repetition, or gets boring from being used too often throughout the book. A good theme plays on words, mixes and matches related phrases, and integrates itself into the very structure of the book (i.e. section titles, and how the book is designed or formatted.) A good theme doesn't scream at you. No, a good theme should seem gently patted and kneaded into the pages of the book. There, the theme becomes one with the format and the style of a yearbook, and becomes second-nature to the reader, an underlying and almost unseen part of the book. I wanted to show that to the class, and that it isn't just award-winning books like Brentwood that are able to do this. iPoly does it too. So, besides explaining Brentwood's book and how their theme was woven in, I also pulled examples from our past books, to try and create that little "a-ha!" moment in the eyes of the iPoly readers.

3.) What was the most challenging thing to do and why?

The most challenging thing to do, in my opinion, was try and come up with something for my 5-minute that I wouldn't need to use for my final presentation. I don't want to limit my options for activities and topics too much.

Blog #3: 5-minute presentation rough draft

Objective:

To help the class understand the concept of theme, and how it affects different aspects of the yearbook.

Procedure:

Because the students will not know what to look for if I don't explain to them what theme is, I will give a brief explanation of theme. I will touch on the different places where the theme is integrated into the book (such as: section titles, module titles, style of writing, etc.) [1 minute] I will then divide the class into 3-5 groups, each with their own yearbook (either a "My Paradigm" (2009-2010) or a "Know what I mean?" (2010-2011) book). Each group will have to find phrases that relate to the theme that are found within the book [2 minutes]. At the end, the class will share out what they found [1 minute].

Check for understanding:

Each group (or maybe one or two, depending on time constraint) will share what theme they had, which phrases they found within the book, and how it relates to the theme.

Materials:

• 3 copies of both "My Paradigm" and "Know what I mean?"
• Timer

Blog #2: Interview questions

Besides the five questions provided by the senior team, I would also like to ask my interviewee, Mimi Orth, these questions:

1. What are traits or similarities that you find in successful yearbooks?
2. What do you think makes a good editor?
3. What do you think are the differences between regular journalism and yearbook/scholastic journalism?
4. How does creative writing factor into yearbook copy?
5. What is the best way to strengthen a yearbook’s theme?
6. What do you think is the best way to help our photography?
7. Are there any activities that you suggest our photographers do?
8. What are the differences between ROP/artistic photography and Yearbook photography? How can I explain this to our staff?
9. What do you think are the problem areas in design for the average yearbook staff?
10. What kind of students should we look for when recruiting designers?
11. What do you think are the most common misconceptions when coming into yearbook? How can we dispel these beliefs?
12. Is there anything you would like to add about yearbook?

Blog #1: Senior project topic

1.) What is your senior topic?

Yearbook.

2.) Why?

Yearbook is really what has defined my experience at iPoly, and has basically been my life over the past two years. It has sucked up lunches and many after-school hours. It has stolen my weekends and breaks with editor meetings. It has kept me staring at a computer screen for hours on end, sorting images, measuring internal margins, cutting people out of pictures, fooling around with type, and designing spreads and division pages.

Yet, despite all of this time that has been absorbed by the giant sponge that is Yearbook, it is still what I look forward to during the week. When I walked into Strand's room last year and sat in front of a computer, poring over the tiniest details then stepping back to make sure the layouts flowed, I was in my element. I liked doing the work. Not to mention people praised me for it, which made it all the more enjoyable.

Last year, I was elected Editor-in-Chief for iPoly's 2011-2012 yearbook. This was also a factor in me deciding my senior topic; I already knew it was basically mandatory for me to have my senior project topic be Yearbook, but I didn't mind too much. It was honestly a bit of a relief - this is something that I enjoy doing, and I also wouldn't be distracted from Yearbook by my senior project this way. I could focus on making this year's book.

3.) What do you hope to accomplish after studying this topic all year?

My main goal is to take this year's book to the next level, and produce a beautiful book. The book has improved drastically from just my freshman year, even from just 2010 to 2011. I plan to keep this progress going in full force, and I hope that studying Yearbook this year will help me.