Independent Study 2

Log:
The following are the dates on which I worked on the yearbook:
2/14, 2/15, 2/18, 2/21, 2/22, 2/25, 2/28, 3/1, 3/4, 3/7, 3/8, 3/11, 3/14, 3/15, 3/18, 3/21, 3/22, 3/25, 3/28, 3/29, 4/1, 4/4, 4/5, 4/8, 4/11, 4/12, 4/15, 4/18, 4/19, 4/22, 4/25, 4/26

Here is a photo of me reviewing the yearbook spread made by Kat Morano (pictured above). We discussed nit picky design things and how her spread lacked the inclusion of the book's concept.

Literal

a) I, Cynthia Schroeder, affirm that I completed my independent component which represents 30 hours of work.

b) Having the position Editor-in-Chief entails quite a bit of different tasks and responsibilities. I am always looking to improve the outcome of the yearbook and trying my best to implement the knowledge I have gained from my senior project. Through my Independent Study 1 (working on the yearbook) I learned two of the answers to my essential question - inspiration from professionals and concept. In order to effectively do my job and to differ the focus of the second independent study from the first, I decided that I wanted to implement the usage of concept in every yearbook medium (photo, copy and design). In order to ensure the implementation of concept I met with every single group during yearbook class (Tues/Thurs) and reviewed their stories. However, my work did not end with the staff - I conducted weekly editorial meetings and reviewed all of their work to ensure the implementation of the theme for a more cohesive product. Not only do I monitor everyone's progress and go through everything with a fine tooth comb as far as conventional errors but the main purpose of the "progress meetings" was to implement this year's concept "know what I mean?" in every story.

Interpretive

a) The work that I have done has been very meaningful - not only to me but to my staff. Just like in any experiment or any research project, it is expected that you communicate results. Due to my passion that has grown over the years for yearbook, I have developed a certain nurturing attitude towards it, one I wish all of the staff members would have. The best way I can explain it is that yearbook is like my baby and naturally I want to see my baby excel and continue to improve year after year, even if I am no longer needed in the process. I spent well over thirty hours working directly with them and helping them implement our theme/concept/voice into their yearbook spreads because I feel that in order to move into the direction of winning national recognition, we must always be conscious of the theme. I have turned in a binder in which I included pictures of myself working with the staff on many different occasions. Another form of proof that I have included is a log of hours that I've spent with the staff signed by the yearbook adviser Mr. Strand. I have also included all of the grading sheets that I used during the "progress meetings".

Applied

a) Although I figured out two of my EQ answers (concept and inspiration from professionals) from doing my first independent component, I was able to discover other valuable information pertaining to my senior project through my second independent component. First, by going through this process, I was able to validate an EQ answer, quite possibly my best answer, the fact that concept driven yearbooks and spreads make for a notable yearbook as well as notable yearbooks designs. Secondly, I was able to find my third EQ answer which is obsession with the end product. I know that the word "obsession" kind of has a negative connotation, but in order to have a notable yearbook design you must really have a keen eye for detail which is something I was able to practice throughout all of my progress meetings I conducted for my independent task. Also, "obsession with the end product" also has to do with dedication, in order to manage a staff of 17 and an editorial staff of 6 while juggling senior project, core classes, a part time job and college tasks, you must really be dedicated.