My Self Reflection Written In 3rd Person
This year in Journalism, Arlo contributed to the class by being willing to do what needed to be done, in order to not only pass but to become a sufficient news writer and editor. He shared this
“I feel I've done well in this class not only learning how to write for the quill, but how to ask the right questions to the interviewee, one place I feel I've succeeded in the most is the the news write up for the tenth-grade rocket project in Ande’s class”
“I've learned that in a real-world setting outside of the classroom, it is exceedingly difficult to find a major unbiased news source, almost all of them will be on one side or the other. If you ever want to read unbiased news, you are going to have to dig deep.”
He shared this about what specific skills he gained while in quill media:
“I've always felt that I was a strong writer outside of news writing, but this class has shown me that a true strength of mine when it comes to journalism is asking the right questions, I feel when interviewing Ande for the rocket project I asked the good questions in order to get his actual feelings and what he thinks about the project, what he might change, etc”
He also talked about what he wanted to do moving forward as a student journalist.
“ I think right now I mostly am focusing on video journalism more than actual writing but if I photograph things for journalism in the future, or even work on the yearbook, I will still be interested in the writing aspect of journalism”
“ I feel being a part of Quill media has helped me feel more involved in the culture of Animas High School, more so than last year, I feel like I play a more vital role here now that I've been a part of both student council and Quill media.”
Do you see a possible career for yourself in the future?
“ I don't know If I see Journalism playing a major role in my life after high school. But I would be willing to be a photographer or editor for a small news company, but overall I see no future in writing for me.”
“News Writing has played a big role in my life this semester and I'm excited to see where it goes from here.”
“I feel I've done well in this class not only learning how to write for the quill, but how to ask the right questions to the interviewee, one place I feel I've succeeded in the most is the the news write up for the tenth-grade rocket project in Ande’s class”
“I've learned that in a real-world setting outside of the classroom, it is exceedingly difficult to find a major unbiased news source, almost all of them will be on one side or the other. If you ever want to read unbiased news, you are going to have to dig deep.”
He shared this about what specific skills he gained while in quill media:
“I've always felt that I was a strong writer outside of news writing, but this class has shown me that a true strength of mine when it comes to journalism is asking the right questions, I feel when interviewing Ande for the rocket project I asked the good questions in order to get his actual feelings and what he thinks about the project, what he might change, etc”
He also talked about what he wanted to do moving forward as a student journalist.
“ I think right now I mostly am focusing on video journalism more than actual writing but if I photograph things for journalism in the future, or even work on the yearbook, I will still be interested in the writing aspect of journalism”
“ I feel being a part of Quill media has helped me feel more involved in the culture of Animas High School, more so than last year, I feel like I play a more vital role here now that I've been a part of both student council and Quill media.”
Do you see a possible career for yourself in the future?
“ I don't know If I see Journalism playing a major role in my life after high school. But I would be willing to be a photographer or editor for a small news company, but overall I see no future in writing for me.”
“News Writing has played a big role in my life this semester and I'm excited to see where it goes from here.”
Rocket Project Article By Jax Novak & Arlo Tharp
Is it a bird? Is it a plane? It's a water bottle rocket!
Every year the sophomore class tries to create and perfect these plastic missiles. They don’t only just build the rockets, but they also learn to calculate their height and velocity. They apply the laws of physics in an attempt to break the school record of 359 feet and also to deploy a landing mechanism to have their rockets return safely.
Last Wednesday, the 10th grade class exhibited their launches and competed for the glory of highest and fastest rockets.
10th grade Math teacher Ande Lloyd shared his goals for the project: “I want them to learn about quadratic functions, which is essentially the math behind the project. Quadratic functions, if I graph it, it makes an arch and it turns out when we model things like projectile motion or falling objects. The speed of the object is constantly accelerating, and so if we were to graph something that is constantly accelerating it looks like a curve and that's why we need quadratic functions to model it things. The other thing I want my students to learn is the engineering and design process and to convey to my students that when you are trying to design a product or a rocket or whatever it is a process, in fact, it is a cycle of trying different designs, failing, and keep refining and trying until it works. That's how you make rockets, that's how you make anything really.”
At this year's rocket exhibition, we had an arsenal of impressive launches, some even breaking 300 feet. But sadly this year's class, despite their quarrels, couldn't get their plastic masterpieces past the school record of 359 feet. Despite this, one rocket--created by Maggie Glick, Joseba Izaguirre, and Max Portier-- nearly scratched the record with a massive 349.
Joseba shared after the win, “I wasn’t expecting to win, but after two of our launches got over 300 feet I was pretty confident in our design. At the bottom of the rocket we had fins on a sleeve, that way if our splice failed and the rocket exploded the fins wouldn't get damaged in the process. So we could slide our fins on and off so they wouldn't get damaged during transport. The fins themselves were made from a foam board that we cut on the laser cutter. They were two inches wide and three and a half inches tall. Over the splice, we had a plastic sleeve to help hold pressure. Going up to the tornado connector we had a smart water bottle as a sleeve that led to another two-liter bottle. And then from that a fluorescent light tube as the nose cone.”
Congrats to all the sophomores for an excellent project and some beautiful learning!
Every year the sophomore class tries to create and perfect these plastic missiles. They don’t only just build the rockets, but they also learn to calculate their height and velocity. They apply the laws of physics in an attempt to break the school record of 359 feet and also to deploy a landing mechanism to have their rockets return safely.
Last Wednesday, the 10th grade class exhibited their launches and competed for the glory of highest and fastest rockets.
10th grade Math teacher Ande Lloyd shared his goals for the project: “I want them to learn about quadratic functions, which is essentially the math behind the project. Quadratic functions, if I graph it, it makes an arch and it turns out when we model things like projectile motion or falling objects. The speed of the object is constantly accelerating, and so if we were to graph something that is constantly accelerating it looks like a curve and that's why we need quadratic functions to model it things. The other thing I want my students to learn is the engineering and design process and to convey to my students that when you are trying to design a product or a rocket or whatever it is a process, in fact, it is a cycle of trying different designs, failing, and keep refining and trying until it works. That's how you make rockets, that's how you make anything really.”
At this year's rocket exhibition, we had an arsenal of impressive launches, some even breaking 300 feet. But sadly this year's class, despite their quarrels, couldn't get their plastic masterpieces past the school record of 359 feet. Despite this, one rocket--created by Maggie Glick, Joseba Izaguirre, and Max Portier-- nearly scratched the record with a massive 349.
Joseba shared after the win, “I wasn’t expecting to win, but after two of our launches got over 300 feet I was pretty confident in our design. At the bottom of the rocket we had fins on a sleeve, that way if our splice failed and the rocket exploded the fins wouldn't get damaged in the process. So we could slide our fins on and off so they wouldn't get damaged during transport. The fins themselves were made from a foam board that we cut on the laser cutter. They were two inches wide and three and a half inches tall. Over the splice, we had a plastic sleeve to help hold pressure. Going up to the tornado connector we had a smart water bottle as a sleeve that led to another two-liter bottle. And then from that a fluorescent light tube as the nose cone.”
Congrats to all the sophomores for an excellent project and some beautiful learning!
Final Reflection for Both Journalism and Video Journalism
This semester in journalism and video journalism I would give myself a C on the final cut of my documentary because I feel I could have made it flow better and could have color-graded and adjusted the audio so it looked more professional, and I hate to say it but I probably would have chosen a more serious topic than “Big Tuck and Da Boys” Because I feel I couldn't have made it better or funny enough with my recourses. And by that I mean I wish had time to learn how to use Davinci resolve better, and as for my final news writing piece I feel I deserve at least a B- because I got the Interview from Ande and copied it down in its entirety.
In video journalism, I chose to make a documentary by myself, mainly because I had a vision for the documentary that I really wanted to attempt on my own, but looking back I would have accepted the help from a group if I could. In first-period journalism, I mainly worked with Jax Novak for the majority of the group assignments working on things like the rocket project article and exhibition article.
If there's one thing I learned being in both journalism classes is that quill journalism is held in much higher regard than what I originally thought and that I wish I could have tried harder this semester to deliver better videos and news writing. Content-wise however, I learned that in order to really perfect news writing and documentary filmmaking, you need literal years of proactive to become level with professionals.
I feel I contributed to the mission of the quill in both of my classes, (one more than the other) in a meaningful way by bringing to the table good interview questions like for the rocket project interviews, and editing skills to revise some answers that didn't get to the point right away.
If and when I do Journalism again in video or first-period I hope to participate more and be more engaged than what I was this, Not that I wasnt engaged but more so I could have shown what I learned in a more meaningful way.
In video journalism, I chose to make a documentary by myself, mainly because I had a vision for the documentary that I really wanted to attempt on my own, but looking back I would have accepted the help from a group if I could. In first-period journalism, I mainly worked with Jax Novak for the majority of the group assignments working on things like the rocket project article and exhibition article.
If there's one thing I learned being in both journalism classes is that quill journalism is held in much higher regard than what I originally thought and that I wish I could have tried harder this semester to deliver better videos and news writing. Content-wise however, I learned that in order to really perfect news writing and documentary filmmaking, you need literal years of proactive to become level with professionals.
I feel I contributed to the mission of the quill in both of my classes, (one more than the other) in a meaningful way by bringing to the table good interview questions like for the rocket project interviews, and editing skills to revise some answers that didn't get to the point right away.
If and when I do Journalism again in video or first-period I hope to participate more and be more engaged than what I was this, Not that I wasnt engaged but more so I could have shown what I learned in a more meaningful way.