'El Oráculo'

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Learning outcomes: 5 and 7

‘El Oráculo’ is the school’s Spanish newspaper, I’ve been writing in it for a couple of years but on the second semester of Junior year is when I began to take it seriously and work harder than ever. On the second semester I joined the ‘Entertainment’ section of the online publication site, and in no time at all, I began to organize everything that went into it, not because I was a leader or anything, but because I was so enthusiastic to work on it.

I believe that this creative activity fulfills the fifth learning outcome due that I had to work as a team, the ‘Entertainment team,’ and that meant that nothing was posted until the team had entirely given their full consent to it. This allowed us to realize how much group work and collaboration helps our different projects. After this experience, I always find myself asking for feedback to be able to submit the best product possible.

The outcome that this activity portrays is the seventh one, that talks about ethics and learning how to implement them. I believe that by working in ‘El Oráculo,’ I’ve realized the importance of considering ethics due that we couldn’t just post anything we wanted. An example of this is the weekly confessions we post, some of them were messy and rude to other people. Therefore the team and I had to learn to realize which ones were too harsh on people and not post them. Also, we had to learn to correct our mistakes, if the team posted something we didn’t consider unethical but turned out to be so, we had to learn to accept our mistakes and apologize. Below the logo is an official post we sent to some class Facebook groups that had complained about something we posted.

SAAC Fine Arts

Learning Outcomes: 1, 3, and 5

The FDR SAAC Fine Arts Group

The FDR SAAC Fine Arts Group

SAAC Fine Arts is an arts festival held each year in a different place in Latin America. Its participants are found all over the continent, them deriving from the American school of the select country. For the third year in a row, I participated in the theatre aspect of it, the three learning outcomes that this activity provokes are #1 (Identify own strengths and develop areas of growth), #3 (demonstrate how to initiate and plan a CAS experience), and #5 (show the skills and recognize the benefits of working collaboratively).

The piece we chose to perform is “One Thousand Paper Cranes,” a play that tells the story of Sadako Sasaki, a young girl in Japan that got affected by the Hiroshima Bombing. Throughout the performance, she travels to the spiritual world to meet her grandmother and prepare herself to die. In the play, I not only played “Mr. Araki,” an old man who was helping build fire lanes in Hiroshima, but I also directed it alongside Belen Quirce.

The first outcome that it reflects talks about identifying my strengths and developing areas of growth, and by not only performing but directing a piece, I got to see what part of theatre motivates me to explore my passion through the art. Through this experience, I also got to improve as an actor. Due to this being an ensemble piece, all of the actors had to be at the same level. Therefore I had to work hard to be a better actor and reach a higher level of performance.

A picture from the performance.

A picture from the performance.

The second outcome states that I demonstrated how to initiate and plan a CAS experience. As a director, I had to take on the decision making the role. This meant that I was the one making final casting decisions, creating a schedule, and blocking every movement that an actor had to make, when on stage.

The final learning outcome that this creative piece reflects is demonstrating the skills and recognizing the benefits of working collaboratively. Again, due to this being an ensemble piece and being the director, I had to work alongside a broad group of people to make sure that everyone shared their ideas and made the best out of this piece. I learned that even though one may be a leader, it is important to notice how the best work is produced when everybody’s involved.

Working on crew in 'Peter Pan'

Camila Perez and I alongside one of the characters from the show.

Camila Perez and I alongside one of the characters from the show.

Learning Outcomes: 2 and 4

For the spring musical in 2017, the theatre department worked alongside the RTA to bring a production of ‘Peter Pan’ into our school. Due to time restraints, I decided to work as a crew member. The learning outcomes that I believe to have followed were #2 (demonstrate that challenges undertaken developing new skills in the process), and #4 (show commitment and perseverance in CAS experiences).

As a crew member, my responsibilities were to design the set and fly Peter Pan. It was as complicated as it sounded. It was a challenge itself to find a way to get a complete set of ‘fly gear’ equipment into the PAC, yet it was even more challenging to be the one in charge of flying him. I had to learn how to do it in a way that was safe for myself, and for Kevin, the kid playing Peter Pan. If I wasn’t careful enough, I could make him fall into the ground from a couple of meters up into the air, considering he measured a meter, it would be a hard fall. Luckily, I was able to safely take on the challenge and learn how to use fly gear.

The other learning outcome that I believe to have worked on is showing commitment to and perseverance in CAS experiences. As I previously stated, I had to learn how to make Peter Pan fly, yet I was also a regular crew member. This meant that I would have to attend all meeting (three times a week), and also attend an additional meeting once every two weeks to learn how to fly Kevin. This shows how committed I was to the production.

Designing the poster for 'Pride and Prejudice'

Learning Outcomes: 3 and 5

My final production in high school was meant to be important, to such an extent that Ms. David chose my DP class to decide which play we should do. The piece selected was ‘Pride and Prejudice,’ a drama that tells the story of Elizabeth Bennet, a young woman who odds force her to fall in love with Mr. Darcy, an immature English upperclassman. As part of the marketing campaign for the show, I designed a poster that had to capture a positive yet minimalistic message to our audience. We knew that we didn’t want the audience to assume that they were going to watch a nineteen hundred play that will bore you. The two learning outcomes that this reflects are the third and fifth outcome. This fulfills the third outcome (initiative, and planning) due that to make the outcome I needed to plan how will I organize the poster and then receive feedback to improve on it. The second outcome I'd consider this activity to be a part of would be 'collaboration' (#5) due that I had to collaborate with my peers to receive feedback for improvement and ideas to make the poster better. In the end, the poster came out well; earning praise from the other crew and cast members.

“Pride and Prejudice” Poster

“Pride and Prejudice” Poster

Designing the poster for 'Embrace: A One-Act Festival'

"Embrace: a one-act festival" Poster

"Embrace: a one-act festival" Poster

Learning Outcomes: 3 and 5

This semester, the Roosevelt Theatre Association (RTA) begun working on this semester's theatrical production; last year, we decided on putting on a one-act festival to allow our school's students to embrace the theatre kid in them and put on a 15-minute play. As part of the marketing campaign for the show, we designed a poster that had to capture that essence that we wanted to transmit our audience; a minimalistic hand that bonded with another one. I would consider this being in the #3 and #5 learning outcomes. This fulfills the #3 outcome, initiative, and planning, due that to make the outcome I needed to plan how will I organize the poster and then receive feedback to improve on it. The second outcome I'd consider this activity to be a part of would be 'collaboration' (#5) due that I had to collaborate with my peers to receive feedback for improvement and ideas to make the poster better. In the end, the poster came out well; earning praise from the other crew and cast members. 

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Designing the poster for 'Noises Off'

LEARNING OUTCOMES: 3 and 5

As the new school year begun, so did the new school play. This year we decided to put on a production of 'Noises Off,' a play about a production company that puts on a show and unfortunately everything begins to go wrong. Originally I decided to audition for a role but later decided to join the crew due that I couldn't afford to lose that much time in my first year of the IB Diploma. On crew I chose to focus on the marketing of the show, we decided only to do posters because the set would be built, later on, we will consider doing a video once the whole show is ready. I would consider this being in the #3 and #5 learning outcomes. This fulfills the #3 outcome, initiative, and planning, due that to make the outcome I needed to plan how will I organize the poster and then receive feedback to improve on it. The second outcome I'd consider this activity to be a part of would be 'collaboration' (#5) due that I had to collaborate with my peers to receive feedback for improvement and ideas to make the poster better. In the end, the poster came out well; earning praise from the other crew and cast members. 

Poster for 'Noises Off'

Poster for 'Noises Off'

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