1. What is the best way to create a yearbook that reflects your student population?
2. How can you tell if you've accomplished that?
3. What is the best way to make sure that good captions get written for each spread?
4. This time is CRAZY right now in yearbook; how do you stay sane?
5. How do you keep your editors sane?
6. I've noticed that there's more complaining than actual work getting done; how do I change that?
7. What do I do with my staff when all I want to do is work in the back and finish deadline?
8. How can I get my editors to spend more time in the classroom to work?
9. Lots of times, I end up working in the classroom alone with Strand; that's lame. How do I get everyone else to give up lunch and after school time, too?
10. How do I effectively prioritize my time to get backed up work finished?
11. Deadlines are always SO late; any suggestions to get the last one in on time?
12. ImageIn is having a problem; do you know any work arounds?
13. What is the best thing to do with your staff when the yearbook is done?
14. How do you even start choosing editors for next year?
15. No one wants to be EiC next year; they're too scared. How do I change minds?
16. How can I finish the year off with a bang?
17. We need to break a bunch of bad habits we've made; how?
18. What is the best way to effectively train staffers and editors for next year?
19. How can I help them so they don't make the same mistakes that we did?
20. When the book is done, do I cry, or do I laugh?
Thursday, February 21, 2013
Monday, February 4, 2013
Blog 16: 2-Hour Meeting Answer #2
1. What is the best way to create a yearbook that reflects your student population?
2. The second answer to my essential question is testing the theme with the students at your school, and gauge their reactions.
3. Students will not buy a book if they don't like how it looks. In addition to that, people want to look back at this year fondly, and they can't do that if the book doesn't reflect it well. Finally, a yearbook is supposed to be for YOUR school; not to impress anyone else, and not to win awards. Without the approval of your peers, the book isn't going to matter.
4. For my third interview, I talked to Elissa Fultz who was the EiC last year. Through the conversation that we had, it really cemented that idea in me what Mimi Orth has told me previously. Then, Cynthia Schroeder, the EiC for 20120-2011, came by to visit us, and in THAT conversation, the same idea came up. There's got to be some sort of theme here, right?
5. I plan to continue my study of answer two by showing select people some spreads that we've already completed (I've already shown a few) and gauge their reactions to the book. I will also do my best to keep the theme consistent throughout the rest of the book, so that it's one cohesive package.
2. The second answer to my essential question is testing the theme with the students at your school, and gauge their reactions.
3. Students will not buy a book if they don't like how it looks. In addition to that, people want to look back at this year fondly, and they can't do that if the book doesn't reflect it well. Finally, a yearbook is supposed to be for YOUR school; not to impress anyone else, and not to win awards. Without the approval of your peers, the book isn't going to matter.
4. For my third interview, I talked to Elissa Fultz who was the EiC last year. Through the conversation that we had, it really cemented that idea in me what Mimi Orth has told me previously. Then, Cynthia Schroeder, the EiC for 20120-2011, came by to visit us, and in THAT conversation, the same idea came up. There's got to be some sort of theme here, right?
5. I plan to continue my study of answer two by showing select people some spreads that we've already completed (I've already shown a few) and gauge their reactions to the book. I will also do my best to keep the theme consistent throughout the rest of the book, so that it's one cohesive package.
Sunday, February 3, 2013
Blog 15: Independent Component 2 Approval
1. For my second independent component, I'm going to complete the yearbook! Wooo!
2. Honestly, I already work for at least 10 hours on the yearbook during a regular school week. However, when we come in on the weekends, we generally end up working for about an additional eight hours. Therefore, it won't be difficult for me to meet the 30 hour minimum.
3. The completion of the yearbook relates to my EQ by finishing the actual book that the student population is waiting for. These kids have already experienced the year, and this book had captured most of it for them to relive as much as they so choose.
2. Honestly, I already work for at least 10 hours on the yearbook during a regular school week. However, when we come in on the weekends, we generally end up working for about an additional eight hours. Therefore, it won't be difficult for me to meet the 30 hour minimum.
3. The completion of the yearbook relates to my EQ by finishing the actual book that the student population is waiting for. These kids have already experienced the year, and this book had captured most of it for them to relive as much as they so choose.
Thursday, January 31, 2013
Blog 14: Independent Component 1
Literal
(a) I, Emma Seyffert, affirm that I completed my independent component that represents 30 hours of work.
(b) My mentor is Mimi Orth. She can be reached at:
(a) I, Emma Seyffert, affirm that I completed my independent component that represents 30 hours of work.
(b) My mentor is Mimi Orth. She can be reached at:
morth@herffjones.com
(626)798-1680
(c) Here are my hours!
(d) For this project, I worked with my designers, adviser, photographers, and mentor to complete the cover and endsheets for the 2013 yearbook. We had to retake the picture several times and argued over the design for hours and hours.
Interpretive
These two aspects of the yearbook are arguably the most important pieces of the whole project. They are the first and last things that everyone is going to see while looking through this book. They either catch eyes, or turn them off, and make them not want to get a book.
 |
| here's the cover! |
Applied
This helped prepare me for the details and time that it was going to take to make the rest of the book. When things went wrong with the internet, the uploading process, or packaging our files, it helped to clarify what exactly it was that we were going to be doing for the rest of the year. We made mistakes early in the year, so that we could learn from them and not make them again.
Thursday, January 17, 2013
Sunday, January 13, 2013
Blog 12: Third Interview Questions
1. What is the best way to make a yearbook that reflects your student population?
2. What else do you think could answer this question?
3. How do you come up with a theme to reflect the students best?
4. How do you know if it's well received?
5. How do you define reflect?
6. How do you please everybody?
7. Is it possible to please everyone in some way? Why or why not?
8. How do you put aside your own personal thoughts to make a book that the students will like more as a whole, even if you don't agree?
9. What is the hardest part of the process?
10. What are some tips for including everyone at school in the book?
2. What else do you think could answer this question?
3. How do you come up with a theme to reflect the students best?
4. How do you know if it's well received?
5. How do you define reflect?
6. How do you please everybody?
7. Is it possible to please everyone in some way? Why or why not?
8. How do you put aside your own personal thoughts to make a book that the students will like more as a whole, even if you don't agree?
9. What is the hardest part of the process?
10. What are some tips for including everyone at school in the book?
Thursday, January 10, 2013
Blog 11: Mentorship 10 Hours Check
1.) My mentorship is carried out wherever Mimi is. That means that it can be in Strand's classroom when she comes to help us out with our book, or at Walnut High School for a design workshop. It really just depends on what we're planning on tackling for the day.
2.) Mimi Orth is my contact.
3.) I've worked for a total of 15 hours and 42 minutes with my mentor.
4.) In a nutshell, we created the first deadline for our yearbook. Mimi helped us get everything organized, and solved a lot of the technical problems we were having. She taught us a lot of ways to tighten up our designs, and just helped the spreads look better than they would have without her.
2.) Mimi Orth is my contact.
3.) I've worked for a total of 15 hours and 42 minutes with my mentor.
4.) In a nutshell, we created the first deadline for our yearbook. Mimi helped us get everything organized, and solved a lot of the technical problems we were having. She taught us a lot of ways to tighten up our designs, and just helped the spreads look better than they would have without her.
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