Eagle Arts Magazine

Table of Contents

What’s InsideTheater Consultant & Architect Announced............................................pg 4

Liason Contact Information................pg 5

Dreaming Beyond the Dome.............pg 38

In MemoryNick Kraus.............................................pg 7

FeaturedArts Advocacy......................................pg 28

Alumni Spotlight.................................pg 29Alex Rupp

Award Winning Macy Essay..............pg 34Tyler Cotner

EventsSegerstrom Concert..............................pg 6

Pops Concert........................................pg 14

Dance Concert.....................................pg 15

Jordu Assembly....................................pg 24

Annual Art Show.................................pg 25

Pippin...................................................pg 35

Performing Artsa look inside the various classes offered to Santa Margarita students interested in pursuing performing arts. A range of

programs from music, theater, dance and behind the scences.

pg 8...........................................Steel Drums

pg 10.............................................Handbells

pg 12........................................Dance Team

pg 16.........................................Dance Class

pg 36...............................Technical Theater

Visual Artsa look inside the various classes offered

to Santa Margarita students interested in pursuing visual arts. A range of programs from photography, video, graphic design,to

traditional studio art classes.

pg 18...................................Graphic Design

pg 20............................................3D Design

pg 22............................................Studio Art

pg 26........................................Photography

pg 30...............................Video Production

pg 32..............................................Yearbook

Designers

From left to right. Top row: Trevor Perreira, Juliet Gonzalez, Shawdy Hedayati, Gabby Wikidal, Christian Azalde, Sangmin Lee, Meghan McClure, Devin Walsh, Sean Carroll. Middle row: Alexis Del Duca, Mary Mani, Karen Wang, Erica Grabowski, Danica De Kuyper, Lauren

Drysch, Regan Ferrari. Bottom row: Nic DeFazio, Corey Vickery, Cooper Edwards. Not Pictured: Max Vought and Robbie Grier

The Advanced Graphic Design class is responsible for all of the designs in this publication, the second edition of the Eagle Arts Magazine. Led by teacher Lauren Boissevain, the students each created at least one article design for this publication. This magazine would not be possible without them and their creativity. The articles themselves are reported by Arts Alliance liasons, written by former Arts Alliance co-president and editor Diana Jennings and Penny Cotner and proofread by Judy Jones. We are very proud of this issue as it was entirely produced by the Advanced Graphic Design class. Our hopes are to continue keeping you up to date with all the Eagle Arts news. We hope that you can be a part of our vision for Dreaming Beyond the Dome as we continue a tradition of excellence in the arts here at Santa Margarita.

Lauren BoissevainArt Director - Eagle Arts MagazineGraphic Design Teacher

{ }Letter from the Art Director

In 2011, the late Mrs. Lisa Poutre, SMCHS parent, approached Talon Theatre leadership about

forming a parent support organization for the Performing Arts. Her intention was to raise the

visibility of the excellent work being done and to increase awareness of the range of programming

available. The Arts Alliance was formed. Founding members were: Lisa Poutre, Diana Jennings,

Deanna Rule, and Valerie Flynn.

The Arts Alliance has continued to grow and its mission has expanded to include the Visual Arts.

The organizational structure includes a liaison for each discipline. The Arts Alliance has brought

programming to the students of Performing Arts, created Eagle Arts spirit wear, locker posters, and successfully raised funds for the

Performing Arts Department. This publication is the result of the creativity and generous commitment of this amazing group.

Amy Luskey-Barth, MPCDirector of Theatre ArtsArts Alliance Coordinator

THE CENTER FOR THE ARTS LEADERSHIP TEAM IS PLEASED TO ANNOUNCE THAT SANTA MARGARITA CATHOLIC HIGH SCHOOL HAS RETAINED THE SERVICES OF FRED MASINO, THEATRE CONSULTANT, INC. AND THE ARCHITECTURAL FIRM OF PJHM TO BEGIN THE

PROGRAMMING AND CONCEPTUAL DESIGN FOR THE NEW CENTER FOR THE ARTS.

A Cal Poly San Luis Obispo graduate in architectural engineering, Fred Masino has been in the theatre consulting profession since

1979. Located in Newport Beach, California, Mr. Masino is a licensed architect and member of the American Institute of Architects.

Mr. Masino has worked with leading professionals in the theatre industry throughout his career. Mr. Masino is known for his creativity,

problem solving ability, and straight forward common sense consulting style. His theatre design projects include: Newport Harbor

Robbins Hall Theater, Orange Lutheran High School Theater, Saint Margaret’s Episcopal School Theater, Palm Desert High Theater,

Chaminade College Repertory Performing Arts Center, Sage Hill Community Theater, and Coronado High School Theater in addition

to many professional theaters throughout the country. Mr. Masino and PJHM will work with members of the Performing and Visual

Arts Departments and the Leadership Team to create a full scale set of conceptual design plans and renderings for the new center.

It is our pleasure to welcome you back to the Eagle Arts Magazine!

Great things are happening within the Performing and Visual Arts departments at Santa Margarita Catholic High School. One of these is

the Arts Alliance’s biannual publication of the Eagle Arts Magazine. In each issue, we recap the events, introduce you to our dedicated

teachers, and share the talents of our students.

The 2013/14 year brought significant recognition to Performing Arts students including a successful spring concert at the Segerstrom

Center for the Arts and a M.A.C.Y. Award for musical of the year for Talon Theatre’s PIPPIN. As you peruse this issue and read about

the visual and performing arts at SMCHS, it is our hope that you will be inspired to attend a show, volunteer your time, or share the

vision of Dreaming Beyond the Dome while we work towards building a Center for the Arts. If you would like to learn more about the

Center for Arts planning process, please email us at: [email protected] and a Center for the Arts Leadership Team member will be

in contact with you.

Sincerely,

Diana Jennings

Past President, SMCHS Arts AllianceCo-editor Eagle Arts Magazine Parent of JP class of 2013Anna Marie class of 2014

The Arts Alliance includes one parent liaison from each performing and visual arts discipline. These liaisons communicate the needs of

the program directors to the board and recruit parents to assist with teachers’ needs, events, or performances that take place throughout

the year. Your liaison is your go-to person for all questions regarding that discipline. Moving forward, the liaisons will communicate with

you as needed through the weekly Eagle Update that is sent out every Thursday.

BANDShelly Angel

[email protected](714) 345-2801

CHOIRLeslie Wilson


CLASSICAL GUITAR (INTERIM LIAISON)Ching Goh


DANCEAlexa Bendix


EAGLE ARTS NEWSLETTERProject Coordinator

Annette [email protected]

(949) 632-5697

HANDBELLS (INTERIM LIAISON)Ching Goh


ORCHESTRAChing Goh


Liaisons

GUEST SPEAKERS & PROGRAMSMichelle Smith


SPIRIT & HOSPITALITYRobin Faris

[email protected](949)888-0181

TALON THEATREValerie Boyd


TALON THEATRE TECH CREWMelissa Holritz


VISUAL ARTSColleen Murphy

[email protected](949)294-7105

BOOK KEEPERLeah Davis


SegerstromConcert

The 2014 Spring Concert at Segerstrom Center

for the Arts was a huge success. Featuring guest artist

and Broadway Leading Lady, Eden Espinosa, the concert

showcased the talents of over 300 student performers. The

concert, entitled “HeART and Song” also featured the

SMCHS Visual Arts Department with an art gallery displayed

in the beautiful lobby of the Renee and Henry Segerstrom

Concert Hall.

Students demonstrated their artistic excellence in

a variety of music performed by the SMCHS choirs, steel

drums, guitar ensemble, handbells, and SMCHS Symphony

Orchestra. The gorgeous setting of the Segerstrom Center for

the Arts elevated the students’ performances. Speaking about

the relationship of performance and performance space, Mr.

Francisco Calvo, Director of Vocal Music and Handbells and

Performing Arts Department Coordinator said:

“Too often I think we forget that the performance itself

benefits from a legitimate performance space. Whether it

is performing or visual arts, the space in which the art is

appreciated has a direct impact on both the performer and the

spectator. Imagine seeing Michelangelo’s beautiful sculpture

of the Pieta on display in a stadium. Or imagine seeing

da Vinci’s Mona Lisa on display anywhere but the Louvre

Museum. Your perception of the artwork would be affected.

For performing arts, the performer is inspired to improve

when surrounded by a beautiful setting. It’s very much like

when a runner gets a new pair of running shoes. Suddenly

the legs becomes stronger, the feet feel lighter, and the runner

is able to run better than before.”

Without a doubt, the students of SMCHS Performing

and Visual Arts departments created a beautiful and

memorable evening in the Segerstrom Center for the Arts.

You can hear your voice echo throughout the entire hall, and it’s

something you don’t really get with a normal performance venue. It makes you work differently and harder, but

it’s definitely worth it.

-Leighton Holritz ‘17

“”

`

”

It is with a very heavy heart that we share that one of our music teachers, Mr. Nick Kraus, died Tuesday morning, Sept. 9, as a result of injuries received in a car accident early Monday morning, Sept. 8. Mr. Kraus taught the SMCHS hand bells and steel drums and was an instrumental part of our band program since joining the Eagle family in 2010 on a part-time basis and becoming full-time in 2012. He was a native of Wisconsin where his family resides. Mr. Kraus will be remembered for his contagious smile, warmth, kindness and big heart. He was more than just a teacher but a friend, his students shared. He inspired, encouraged and praised. Whether it was a thumbs up after a performance or a hello on campus, “Papa Kraus,” as many of his students called him, motivated students to give their best. Always focused and reassured, his calming nature had a way of putting others at ease. In addition to being a well-respected teacher, Mr. Kraus was also an accomplished artist, an in-demand percussionist of international praise. As a contemporary music performer, Kraus held the post of principal percussionist with Chicago’s Millennium Chamber

Players, one of the Midwest’s premiere modern chamber groups.

He earned his music degree in percussion performance at Lawrence Conservatory studying contemporary, classical, and ethnic percussion with the great Dane Richeson. He also studied jazz under Fred Sturm and Jose Encarnación. As a master’s student at the Chicago College of Performing Arts, he studied with Lyric Opera Timpanist and Maraca Virtuoso, Ed Harrison as well Chicago symphony orchestra percussionist

Vadim Karpinos. As a Jazz performer, Nick had the honor of sharing the stage with numerous jazz greats including:

Eliane Elias, Kurt Elling, Tim Hagan, Dianne Reeves, Bobby McFerrin, Janet Planet and

many more. After relocating to Southern California, Nick frequently performed with the Golden State Pops orchestra, Crystal Cathedral Orchestra, Orange County Symphonies, Video Games Live and numerous rock, jazz and salsa bands. In the studio, Nick can be heard on

video game soundtracks as well as several LA salsa orchestras.

May the soul of Mr. Kraus rest in eternal peace in the glory of God’s heavenly kingdom.

“As a family we have lost one of our family members. Our hearts are broken. We are in a state of grieving as a family together. Don’t feel like you have to go through this alone. We have our faith, one another and the support of our counseling and campus

ministry departments. Be there for one another.”- Amy Luskey-Barth, SMCHS Director of Theatre Arts

Steel It may be at an Open House, a Christmas show, a charity event, or even on the stage of Segerstrom Hall – anywhere you hear the sound of the Caribbean filling the air you may be enjoying Santa Margarita’s Steel Drum bands.

Formerly taught by Mr. Nick Kraus, SMCHS offers three sections of the steel drums and percussion ensemble, an extension of the honors steel drum class. A passionate percussionist himself, Mr. Kraus was first drawn to a career in music by his love of the drums. “As a kid, I had several relatives who had drum sets at home, and seeing them up close really

inspired me. As I got older and started going to rock concerts, my eyes were always on the drummer; he held the entire group together from the background. While in college, I began to discover how drums played a role in music from all over the world.”

Kraus fueled his teaching of these unique performance arts by drawing inspiration from the incredible diversity and cultural mix of neighboring Los Angeles. Here in L.A., explained Kraus, these cultures “combine their unique voices to create something new. I try to capture some of that in the music I choose

S T E E L D R U M S

Stat

s AverageGPA

3.8626Students

enrolled in74 honorscourses

50%of students in IB

or AP courses

8Certificate IB

Students

for the students. We explore a broad range of percussion instruments, styles, and cultures.”

Mr. Kraus began his second year of teaching at Santa Margarita. Mr. Kraus was awareded Bachelor’s and a Master’s Degree in Music Performance from the Chicago College of Performing Arts, and brought over 10 years of experience operating his studio teaching private students. “Stepping up to teaching a full ensemble at SM was a new exciting challenge,” he said. One of his goals was to extend the reach of the Arts at SM, and to see more collaboration with visual, performing, and theatre arts working together to create exciting experiences for the audience.

Kraus felt that utilizing each student’s gifts to give back to the community was the most rewarding part of his job. His students have donated their talents to the Mothers’ Club, the city of RSM, and recently a fund raiser for cystic fibrosis.The ensembles intend to continue and potentially expand these events, as the simplicity, familiarity, and casual feel of the Steel Drums and the creative and complex sounds of the Percussion Ensemble bring a light-hearted, joyful contribution to the community.

After the tragic death of Nick Kraus, Amanda Duncan has taken over the program. She has her B.M. from CSULB, her M.M. from NIU and has taugh music for 10 years.

Steel Drums: Technically not drums at all, these steel ‘pans’, as they are called in their birthplace of Trinidad, were originally made using 55-gallon steel oil drums and are thought to be the only new non-electronic musical instrument to be invented in the 20th century. The pans contain indentations of different sizes and depths, each

tuned to createthe specific tones you hear when they are struck with a rubber-tipped stick.

“Next to the Word of God, the noble art of music is the greatest treasure in the world.”

-Anonymous

S T E E L D R U M S

Students sometimes assume that Santa Margarita’s Handbell class is an ‘easy A’ path to completing their Arts requirement, but they quickly learn that the beauty and complexity of this centuries-old percussion craft is not simple at all. Mr. Nick Kraus taught two sections of handbells as well as Steel Drums and Percussion Ensemble. His handbell students learned that bringing a piece of music to life through this medium requires not only proper technique but the ability to read and react to a musical score. Last year, after just a few months of instruction, these students brought the bells to life on the floor of Segerstrom Hall for the enjoyment of hundreds of audience members.

Mr. Kraus brought his impressive educational background, both Bachelor’s and Master’s Degrees in Music Performance from the Chicago College of Performing Arts, and his passion for percussion instrumentation to this distinctive musical art form. This class is now taught by Ms. Amanda Duncan, a professional musician who freelances with many groups throughout Los Angeles and Orange County. She has performed at the Ojai Music Festival, Walt Disney Concert Hall and Segerstrom Hall to name a few. She has taught music for ten years to people of all ages and musical backgrounds .

SMCHS’s dance team has been around for nearly 20 years, evolving from a 12-member drill team that accompanied the marching band on the field into a competitive dance team. Current dance teacher and dance team advisor Jill Schroeder took over the team last August. Having danced almost her whole life, Ms. Schroeder graduated from California State University, Long Beach, with a BA in Dance with an emphasis in teaching high school dance. She performs with the RhetOracle Dance Company and plans to pursue her MA in Dance.

The SMCHS dance team has competed nationally for the past 12 years and has been a top competitor each year, competing in

top 10 Seniors.

Each year 30-50 students try out for the dance team; this year there are 16 dancers on the team. Schroeder says, “Being the advisor to this team has been one of the best things to ever happen to me. It brings me so much joy to see them grow into not only beautiful dancers, but beautiful people.”

-Berit McLaughlin ‘15 Unity Leader of SMCHS Dance Team.

“I love the teamwork and how close the girls are to each other and the Coaches!”

6-7 competitions per season. Last year, the team placed 1st in X-small dance, Large Hip Hop, and Large Lyrical at the CADTD Regional, as well as 1st Place National Champions in Large Lyrical and Large Open Divisions. In 2012, two of their dancers made finals at USA Nationals. “That’s a big deal!” beams Ms. Schroeder. Since its inception in 1996, the SMCHS Dance Team has won hundreds of awards, “Too many to count!” she says .

This past March, the team competed nationally at the Contest of Champions and won over ten awards. Among others, Berit McLaughlin ’15 placed 4th out of 35 and Ashley Jo Zaccagnini ’15 and Katherine Bogart ‘15 placed in the

What people are saying aboutDance Team

SMCHS DANCE TEAM AT A GLANCE

The annual Vocal Pops Concert is the most anticipated music concert of the school year. Students audition to sing a song of their choice and come together to perform great pop tunes, old and new. Last spring 150 singers performed a wide variety of music going back as far as the 1950’s to a standing room only audience. The soloists were joined by the choirs who came together to sing, “Some Nights” by the band, Fun. The evening was a tre-mendous success and the applause was plentiful.

The annual Vocal Musical Pops Concert is the most anticipated music concert of the school year. Students audition to

sing a song of their choice and come together to perform great pop tunes, old and new. Last spring, 150 singers per-

formed a wide variety of music going back as far as the 1950s to a standing room only audience. The soloists were

joined by the choirs who came together to sing “Some Nights” by the band, Fun. The evening was a tremendous success

and the applause was plentiful.

The 2013-2014 Spring Dance Concert featured works from Beginning,

Intermediate, and Advanced Dance; Dance Production (Team), and IB Dance.

The concert displayed dances in the styles of jazz, lyrical, contemporary, hip

hop, hula, and even Irish dance. The collection of works were choreographed

by Dance Director, Jill Schroeder, professional choreographers from the LA

and OC community, along with our very own SM students. The dancers in the

department learned these pieces in early January, some even in August and

September! These students worked diligently on learning movement, formations,

and counts in combination with performance quality and stage presence, all for

these four magical performances. The SM dancers’ hard work paid off and truly

captivated their audiences with each performance.

Jill SchroederDance Teacher/Instructor

Jill Schroeder teaches six classes, including Beginning, Intermediate, Advanced Dance, Dance Production (Dance Team), and IB Dance to all grades. Students receive P.E. credit for dance beginning in their second year of taking dance as an elective. During their first year they receive their fine arts credit.

According to Ms. Schroeder, “The curriculum is designed to expose them to a variety of different styles and aspects of dance as a whole. We do jazz, lyrical, ballet, and hip hop units with assessments at the end of each unit.” Students have the opportunity to study different choreographic techniques and practice them in group choreography

projects. Ms. Schroeder also exposes her students to cultural dance as well as dance fitness which helps them develop their cardio and strength training as well as flexibility and overall healthy, balanced living.Through the SM dance curriculum, students learn to become good choreographers themselves by learning specific techniques to evoke creative and unique choreography. Students work on group choreography projects during class and learn through repetitive practice what looks good and works well for them. The SM Dance Program prepares dancers for college and beyond because they are exposed to many styles of dance.

“Dance has evolved from something that used to be seen as ‘delicate

and feminine’ into something that is so much broader. It is athletic and requires years and years of tough training to become professional. I

think people are finally excited and proud to say ‘I’m a dancer and I

sweat.”

Ms. Schroeder states: “They are prepared to think conceptually and critically about dance, constantly reflecting on how they perform.” Dance students are required to attend a college or professional level dance performance each semester where they take notes and write performance critiques about what they see on a deeper level.

Students benefit from Ms. Schroeder’s extensive experience and inspiration. “I’d like to say that my choreography is inspired by many areas of my life. I am drawn toward music and movement that I can connect to on a deeper level rather

than just aesthetically,” says Ms. Schroeder. She adds: “I am also very visual and like to use different spatial patterns and group work so that the overall visual is interesting and exciting!”

Throughout the year, the dance program performs at the annual

Christmas production, spring dance concert, pep rallies, and sporting events. Ms. Schroeder would like to see even more integration by having student dancers perform with the pep squad and team up with visual arts students to have their art projects inspire student-designed choreography.Looking to the future, Ms. Schroeder is “Dreaming Beyond the Dome” as she knows what having a new training and performance facility would do for the performing arts at SMCHS. It would allow her to increase the number of classes SM offers at each level, coach a JV Dance Team, and give the IB Dance candidates more opportunities to rehearse and produce.

On a full volleyball scholarship, Ms. Boissevain graduated from St. Louis University with a Bachelor’s Degree in Communications with an emphasis in Advertising and a second Bachelor’s Degree in Psychology. After traveling throughout South America, Europe, and Asia, she fell in love with all the culture and art and went back to school and received an Associate Degree in Graphic Design at the Art Institute of Orange County.

Ms. Boissevain, who has been at SM for two years, teaches Art I and Graphic Design to all grades in addition to being the Assistant Varsity Girls Volleyball Coach. She also runs her own full-service graphic design business specializing in wedding invitations, branding, and marketing. “Everything we look at is art and was designed in some way, shape, or form. I am inspired to continually surround myself with beautiful things and that is why I make art,” explains Ms. Boissevain, adding “Creativity makes life worth living; without it, life would be so bland and boring.”

Ms. Boissevain looks forward to helping SM be on the cutting edge of technology-based arts like graphic design. Her students currently work on a variety of relevant, real-world projects including the design/layout of Eagle Arts Magazine and rebranding of a company or product of their choice.

Ms. Boissevain describes the rebranding project as: “developing an ad campaign covering four different mediums to show the new branding of their company. In addition, they re-design the logo and write logo and campaign descriptions.”

This year, through the SMCHS Arts Alliance, the visual arts department has begun to integrate with other disciplines such as performing arts to display artwork at performances. Next year, Ms. Boissevain hopes to have her students work more closely with the journalism class in the production of Eagle Arts Magazine. Students from both disciplines will partner to write the articles and design the entire publication.

DesignGraphic

Behind the ScenesMalibu and puerto Rico

Vol 9

“The world is going digital, and I would like to be able to help the students at SM have an upper hand on the industry through the graphic design classes offered here. I would love to see them making apps for their friends, school, and perhaps companies while they are still attending SM,” states Art and Graphic Design teacher Lauren Boissevain. “With the addition of the Advanced Graphic Design class next year we will be able to have students creating some really amazing things,” she adds.

Graphic Arts student Lily Hoang ’14 appreciates what she has learned in her art classes at SM, stating: “My art education at SM has meant a lot to me. It has helped me with skills I need to know when I study art in college. As a part of both the visual and performing arts, I have grown in confidence and as a person. I have learned skills I can use beyond school and can apply to life.”

Two years ago, as part of the Legi School Visual Arts Contest, J.J. Blair ‘13 was selected to have his graphic design work displayed in the Capitol Building in Sacramento after submitting a piece designed to show the value of the California State Parks.

“[Art education at SM is] “incredibly

valuable since it gives us an opportunity to open our minds to different ideas and styles, bringing us

closer to finding out who we are.”

-by Graphic Arts student Megan

Snader ’16

What people have to say....

Many of Ms. Boissevain’s students plan to study graphic design in college, including Kylie Yeung ’17 who says, “Art education has helped me to think outside of the box and to be more creative. It has made me realize my artistic abilities.” Similarly, Chasen Brutocao ’17 says, “Art at SM has helped me relax a little bit and has allowed me to show my creative side.”

Student work created solely for class projects: Left page, Spaces, a MySpace rebrand by Ethan Lee ‘17. Above Hurley Phantom Ad Campaign and right

Surfer Magazine cover by Grant Kalasky ‘17

3D Art &Design

“I’m inspired by almost anything!” exclaims Sculpture & Design teacher Todd Robey.

This 13-year veteran SMCHS art teacher is inspired by artwork from different venues including cartoons, books, music, and espe-cially his own students’ work. He thorough-ly enjoys his ability to teach, inspire, create, and learn all in a day’s work. He teaches Art I, 3-D Sculpture & Design, and Advanced 3-D Sculpture & Design.

Four years ago, Mr. Robey transformed SMCHS’s long-standing “Ceramics” class into a “Sculpture and Design” class that took the art elements and principles of traditional 2-dimensional art and applied it to 3-dimensional work. According to Mr. Robey, this hands-on class affords students the opportunity to work on “a number of different materials by applying their creativity and imagination in ways they probably haven’t traditionally thought about when producing art.”

Claire Griffin says, “I have really enjoyed [my art education at SM] and it is like my escape when I have class. It makes me really happy.” Claire recently created an interesting high relief sculpture of flowers for her semester one final project that was featured in the SMCHS student art show.

The introduction of this class has inspired many students to become interested in pursuing sculpting as a career, including 3-D art student Irene Yeh ‘14 who says, “It’s really creative and interesting. This class provides full equipment [and] I believe it is part of the motivation that inspires me to love and do more art.” Irene’s “Monsters Inc.” cupcake sculpture was featured in the recent art show at the Segerstrom Performing Arts Center. Irene created this sculpture as part of a bigger “Cake Wars!” in-class group project.

Mr. Robey is an accomplished artist in his own right. Having studied art at several community colleges in Orange County as well as in Cambridge, England, he received his Studio Art degree from California State University, Long Beach. His resume boasts an impressive array of diversified positions in the visual arts including as a framer, glass engineer, toy sculpting assistant, Hollywood special effects and make-up artist, and set and production designer at Universal Studios. He logged 20-hour days working as a special effects artist on props and scenery for several music videos and films including “The Chicken Run,” “The Grinch Who Stole Christmas,” and “The Mummy Returns.” His proudest work was doing special effects for Rob Zombie’s “House of 1000 Corpses,” since he is a great fan of the director. His artwork has been shown in several states in solo exhibitions and art shows. One of his most popular works is “Big G Attacks!” a large 3-D painting depicting Godzilla breaking out of the frame, attacking an electrically wired burning city.

Teaching remains a passion for Mr. Robey and he looks forward to continuing to integrate the Visual and Performing Arts at SMCHS. He would like to increase thenumber of his students involved in set design, production, costuming, and make-up for Talon Theatre performances and teach these relevant, marketable skills in workshops for both Visual and Performing Arts students.

STAT

S AVERAGE GPA

Students enrolled in AP-IB cources

IB CERTIFICATE

CANDIDATES

of members enrolled in Honors

courses

3.5610 339% Number of students

37

Joseph Hoff ‘07 brings an intense passion for the arts as a new teacher at SMCHS. Fresh out of the Dallas/Fort Worth contemporary art scene, he brings well-founded insights into what’s going on in the art world today. Mr. Hoff has a breadth of technical knowledge to pass on to his students. He began developing his passion and skill set during his time here as a student at Santa Margarita Catholic High School culminating in high marks at the Advanced Honors level. He chose an extensive course of study at Texas Christian University majoring in Studio Art photography with minor emphasis in graphic design, and art history.Mr. Hoff seeks to compliment his students’ academic studies

at Santa Margarita Catholic High School with a scholastic and challenging visual art curriculum. Upon completion of the introductory Art course, students have the option to choose what discipline of art they are most interested in continuing, including Mr. Hoff’s intermediate and advanced Drawing and Painting classes. In the advanced and honors courses, students focus on developing projects with a broader range of preparatory work including historical and cultural investigation. This approach helps them build a foundation of knowledge as they are introduced to more advanced techniques and visual problem solving exercises. The systematic approach to developing a high

Studio Arts

STAT

S

of members enrolled in Honors,

AP and/or IB courses

62%3.82AVERAGE GPA 1

IB FULL DIPLOMA

CANDIDATE

IB CERTIFICATE

CANDIDATES

19quality portfolio of work helps them when applying to college. Qualified students with the motivation to take their study of art to an even higher level have an opportunity to apply to be a part of the Visual Art International Baccalaureate course. Visual Art IB is a two-year commitment in which students work with an even wider variety of media and art styles that have been researched and developed in their sketchbook. As a higher level course, the volume of research is more substantial and independent which serves as an opportunity for our artists to explore personal interests that relate to their art making experience. During this endeavor, they develop a body of work which will be graded by the International Baccalaureate committee. Mr. Hoff’s new found love for teaching art is a form of gratitude he shows every day for the institutions he recognizes as having led him to be successful in the creative world. In his appreciation he mentions, “it is and honor to be able to give back to a quality institution like Santa Margarita Catholic High School. This is the school that has helped shape my world view as a young adult and ignited the passion I have for the arts today. That passion brought me to pursue the arts in higher level education and as a career path. After having exhibited art as an individual and as a member of an art collective I have grown to appreciate the dynamic of functioning within an art community. Not only does SMCHS foster a similar community with resources that usher in the success and creativity of our students, but it simultaneously develops the moral fiber it takes for an individual to appreciate hard work and successfully participate in creating work within a group of their peers.” Many Santa Margarita students have received awards for the work created within the Visual Arts Department. While those moments are extremely

special, every student experiences resounding praise for the quality of work they make in the classroom. That praise is echoed by the response seen at the university level when applying to art programs across the country and internationally. Often students are overwhelmed by how receptive universities are to their work, even offering scholarships. The countless hours of studio work literally pays off. Mr. Hoff’s vision for Santa Margarita Catholic High School’s Visual Arts department is one that is invested in continuing to pursue the most current and effective methods of production in the classroom that are contemporary to the global community. It is a vision that the Visual Arts Department will continue to inspire young people to follow their creative passions and exceed their own expectations.

STAT

S AVERAGE GPA

IB FULL DIPLOMA

CANDIDATES

IB CERTIFICATE

CANDIDATES

students enrolled in Honors,

AP and/or IB courses

3.86

464%Number of

Students

39

PHOTOGRAPHY

3

Ms. Meredith Moody joined the faculty of SMCHS in 1988. She has taught Ceramics, English, Art, Crafts, Calligraphy, and Yearbook. When she began teaching Photography, students learned how to develop 35mm film in the small darkroom adjacent to her classroom. Today, every digital technique is taught with or without special lenses. But before students dive into the aspects of the camera lens, Ms. Moody teaches a science lesson that incorporates the anatomy of the human eye and the similarities between what we see naturally and what the students will focus on when they are looking through the camera lens.

Students learn portrait photography and the nuances of capturing water and landscapes, animals, children, and the details of their surroundings. Special effects using Photoshop are covered and include techniques such as ghosting and zoom bursting.

When it comes to portraiture photography, students discover

that there is more to the process of capturing the image of another person than they originally thought. First and foremost they want to remember to respect the person in front of the camera. They practice techniques that will put their subject at ease and help them to establish trust. These are skills that are useful whether or not they have a camera in hand.

Students also learn to analyze photography used in current events. Ms. Moody leads discussions on how the media handles photography which broadens their perspective of what they are viewing. These conversations open their eyes to assess the bias of a publication by what is printed on the cover. By the end of the school year, students realize that photography has a much greater impact on their lives than they had ever imagined, and that the images they capture are through the eyes of an artist rather than through the eyes of a technician.

I’ve seen students who don’t consider themselves artists begin to develop creatively through

photography.-Ms. Meredith Moody

“ “

27

SMCapturing

The California Music Educators Association has published a position statement on music education and STEAM. It acknowledges the value of training in science, technology, engineering, and math (STEM subjects) as well as the STEAM approach, which uses the arts to teach STEM subjects but points to the unique value of the arts as a discrete discipline. According to the statement, “the array of positive engagement that standards-based, sequential music education provides is unmatched by any other subject and must serve as a foundation for the improvement and employability of our workforce. California students must first be provided access to discrete music and arts classes taught by qualified teachers so that learning in the arts builds over time. The STEAM model is an effective tool in education only when paired with sequential, standards-based arts education provided by qualified teachers.”

As Californians, we task our children to be career-ready innovators capable of creating a future that will sustain the largest and most innovative economy in the Nation. Our educational system also values educating our young people so that they become lifelong learners and citizens who actively participate in our democracy. Training in science, technology, engineering and math (STEM subjects) are key to producing the next generation of problem solvers in California.

However, while these technical skills are important, they do not address other traits that employers are seeking. The ability to work well in teams, learn from criticism, communicate, and adapt quickly under pressure (often while multitasking) are all skills that are essential for employment. Our students, regardless of STEM knowledge, will struggle to reach these expectations in a setting where passive listening and standardized tests rule class time.

The arts address these concerns. As suggested by the STEAM movement, the addition of the arts is vital to enhancing children’s likelihood of success both during school and adulthood. Currently, STEAM focuses on integrating art projects into STEM classrooms, giving students chances to experience STEM concepts in new ways. STEM and STEAM models can be effective approaches to connecting learning across the curriculum when paired with sequential, standards-based arts education as a foundation.

However, as a stand-alone approach to providing arts education, STEAM fails to provide foundational learning necessary in the arts disciplines so that effective arts learning can take place. California students must first be provided access to discrete music and arts classes taught by qualified teachers so that learning in the arts builds over time. The STEAM Model is an effective tool in education only when paired with sequential, standards-based arts education provided by qualified teachers.

Taking music classes, specifically, has been linked to higher math, science, and reading scores. But, this is a narrow understanding of what makes music essential in the school curriculum. Reading and making music in a sequential, standards-based music class with a qualified teacher is linked to skills employers need and that STEM classes do not address. A few of these skills include increased attention spans, ability to multi-task, adaptability under stress, stronger empathy, active listening, and a more positive outlook on teamwork and self-worth.

Listening to music is the only activity that lights up the whole brain at once and those who engage in making music have visibly more connected brains than before learning to play or sing. New studies (controlling for performance before taking music classes) show links to higher GPAs, graduation rates, and attendance rates (especially on the days that music classes are held). Music instruction also seems to reduce discipline referrals for involved students, producing more positive views of school and closing achievement gaps between less advantaged students and their peers. These positive results may be rooted in music classes’ unique blend of shared leadership, where different roles are all necessary and students must work in harmony to produce effective ensemble performances. Such an environment results in the student experiencing a sense of identity as a “musician”. It also provides students a safe-haven in a motivating peer group.

The array of positive engagement that standards-based, sequential music education provides is unmatched by any other subject and must serve as a foundation for improvement and employability of our workforce. CMEA calls for music classes taught by full-time, qualified music teachers to be scheduled alongside other STEAM curriculum. Music education is most effective when presented on its own by those with educational and musical training. These teachers must be evaluated on teaching music to encourage the full range of possible growth in students and not on other subjects’ test scores. By allowing children to break the silence of school days, our young people find answers that we have not thought to ask and will continue to grow California’s economy into the future.

Adopted by the California Music Educators Association Board of Directors, August 10, 2014

MUSIC, STEAM EDUCATION

We recently caught up with Alex Rupp (’13) who is a second year vocal performance major at Chapman University. From what she tells us, it sounds like this SM alumna had an exciting first year. Since graduating, she was cast during her first semester as Tisbe (in La Cenerentola), last spring she was cast in one of the main roles as Cherubino in Mozart’s “Le Nozze di Figaro,” and had the incredible opportunity to perform, as part of Chapman’s collaboration with the

Pacific Symphony, in a condensed version of L’Elisir D’amour (by Donizetti) as part of a children’s outreach program. This past summer she traveled to Boston to perform with a group of four other Vocal Performance majors for a group of private donors and a few public performances. This fall she was cast as Mallika in “Lakme’s” Flower Duet and Mercedes in the “Carmen” Quintet. She is also a member of the University Singers ensemble at Chapman.

“Taking choir with Mr. Calvo at Santa Margarita has more than prepared me for the ensembles that I am now part of at Chapman University. More than simply drilling notes and harmonies, Mr. Calvo instills a sense of musicality and helps his students develop a true understanding of whichever piece of music we tackle. I cannot express how much becoming involved in the musicals has helped me in college. I found that the musicals gave me the much needed confidence to push myself and try things that once terrified me. Whether it’s trying a new technique or simply practicing the acting fundamentals that Mrs. Barth shares with her students, I feel so incredibly prepared for whichever new role I take on. Both Mrs. Barth and Mr. Calvo truly go above and beyond preparing their students for success in whatever they choose to pursue later in college and beyond.”

Alexandra Rupp

VideoProduction

30

In 1990, Santa Margarita Catholic High School offered an after-school club called ETV (Eagle Television). Then sophomore Corey Lindabury ‘93, who went on to earn a Master of Arts in Film Studies from Chapman University, didn’t realize that this would evolve into a life-long pursuit for him and what is today a growing 4-year curriculum for the students of the Digital Media discipline.

Mr. Lindabury teaches Digital Video Production, Television Production, and Film IB HL. These courses are complemented by Digital Media Techniques and Screenwriting taught by Mr. Todd Naylor. Throughout the curriculum, students learn several aspects of the profession ranging from script writing and formatting

to editing and operating equipment used in the studio. By the time they graduate, they’ve been exposed to almost every aspect of filmmaking as well as film studies.

When asked what his vision is for the Digital Media program, Mr. Lindabury commented, “My first dream for the video production program was fulfilled (in 2011) with the opening of the Digital Media Studio, classrooms, and control room.” Both Mr. Lindabury and Mr. Naylor are working toward expanding the program and hope to be adding more classes and equipment to further enhance the program offerings. “Moving forward,” says Lindabury, “I’d like to see the students showcased and begin to submit works to film

STAT

SAVERAGE GPA

IB CERTIFICATE

CANDIDATESAVERAGE GPA

IB FULL DIPLOMA

CANDIDATESof members

enrolled in Honors,AP and/or IB courses

178 STUDENTS

VideoProduction

3.74113 4 45

festivals and local movie theaters for screening.” Senior Ed Hunter submitted his work “Candy,” a short about the eating disorder Anorexia Nervosa. Commented “Mr. Hunter, I am passionate about expressing myself through the eyes of the camera and conveying my own values and ideals to others. It gives me a way to tackle social issues, to bring awareness to people, or to elucidate another viewpoint.” Mr. Hunter’s work earned him a nomination as one of the top 10 film/video artists in Orange County through the Orange County Register’s Artist of the Year competition.

The rich offering of Performing and Visual Arts at Santa Margarita lends itself to collaboration across disciplines, something that all disciplines are working to increase.

Digital Media students have a natural opportunity to foster this collaborative spirit. Theater students, for example, make excellent participants in their film projects as was the case this year. Additionally, several TV production students were part of the The Gift of the Magi Christmas Program, a major collaborative effort among the Visual and Performing Arts students. As the Digital Media curriculum continues to grow, efforts to work collectively with journalism and film, as well as music and film, will continue to grow as well.

“When It comes to film making, good enough

isn’t good enough.”-David Fice

“As well as making a lot of videos, I have

made a lot of friends.”-Grant Prior

“The real value of film classes is the great

appreciation you gain for films from all over the

world, both old and new.”-Lucas Mullarky

“Filming is a fun and

rewarding experience.”

-Shane Lambert

The Talon Yearbook is one of the premier yearbooks in the United States. It is currently over 500 pages and annually reflects the best of what students experience every year at SMCHS. In 1988, the first SM Yearbook with slightly over 150 pages was published. That year, it was called “Eagle”, but the following year, the name was changed to ‘The Eagle’. For the next five years the

book went back to ‘Eagle’ before it was called “The Legacy’ in 1991. 1992 the name was ‘The Aerie.” When Ms. Moody took the job in 1993 as Yearbook advisor, she went to the principal and asked “What is an aerie?” The response was “In Latin it means ‘baby eag-le’.” However Ms. Moody mentioned that Laguna Hills High School called their yearbook “The Aerie” and they

interpret it as ‘baby hawk’. So the name was finally changed to “The Talon” and has been the same name since then. Another change that took place in 1993 was the addition of “Senior Tributes.” Parents of seniors have an opportunity to purchase a quarter, half or full page tribute which eliminated the need for business advertising.

TALON YEARBOOK

In the beginning the book was a manual ‘cut and paste’ process. Film had to be developed and photos cut and pasted on layout sheets or cropped with a grease pencil, labeled and sent on to the printing plant- one envelope for every page. In the early 90s we moved to using computers to create our pages. It was much more efficient and had a higher quality photographic interest. The entire publication is student generated. Students decide the theme, the design of the cover, and write the copy for the pages. They cover special events, class ‘spirit’, dances and all SM sports.

2013 2012 1988

“If you would like to be in the Talon Yearbook Class, you will not be allowed to have your photos in any ‘candid shots.’ If we are true journalists our goal is to highlight ev-ery student on campus- not ourselves.” My students have not only accomplished this, but have done it very well. Each year, every student on campus is in the Talon- every student, either by photo or name! I am proud of what the Talon Yearbook Class creates. The look on the Talon staff ’s faces, when they see the books for the first time (as it comes off the truck from Jostens,) is worth every hour we put into the creating a great memory book!” - Ms. Meredith Moody

“Over the course of the years I have seen the students in my Yearbook Class have wonderful ownership of every book. They feel strongly about making every annual

a wonderful representation of a memorable year.”-Ms. Meredith Moody

MACY Scholarship Essay Tyler Cotner

“Act well your part; there all the honour lies.” Alexander Pope

My director says this to me every year, and it’s taken me until this season to grasp the profundity of this eighteenth-century poet’s advice. Now, at the twilight of my four most important Falls, Winters, Springs, and Summers, I can clearly see the person I was, and who I’ve grown to be. In truth, I can owe this great transformation to nothing other than the performing arts.

Walking into high school for the first time, I was a crude, out-of-shape, somewhat apathetic middle-schooler who had a vague concept of what his life should be. I floated through various activities and classes with nothing remarkable but a friend that I had met early my freshman year. She was brilliant, outgoing, cutesy, a tad neurotic, but wholly talented and endearing (I soon discovered this would be the typical profile of my closest friends). One day during my sophomore year, after months and months of my friend’s begging, I acquiesced to her incessant requests for me to audition for the musical. A musician since age five, I figured that this would be a way for me to get into singing and acting. I had never underestimated anything so extremely; through this experience an entire universe was opened up to me. Never before had I been around so much talent, pushed so hard to work and improve, or appreciated so much for my efforts. The work of the stage is unique in that when the time comes for you to perform, you have no choice but to work your absolute hardest to excel; when the spotlight shines on you, it’s time to deliver and there are no escape strategies. In the performing arts, you are a part of a living organism, responsible for helping to bring the story to life in front of the audience’s eyes. Nothing teaches personal responsibility and work ethic more effectively and deeply than this. After my involvement in that first musical, I was inspired to the core. I went on to become the drumline captain of my school’s marching band and play lead roles in three of my school’s productions, including the title role in Pippin.

I know that the rest of my life would be incomplete without the performing arts. I am a music composer at heart, but I will always have a passion for theatre. Fortunately, in my profession, I don’t have to give up this passion; my dream is to compose for the stage and, ultimately, to write my own successful musical. It would also be a dream-come-true for me to be able to share with other youths the same monumental force for positive change that theatre has been to me, and consequently I would love to be a high school music director as well. Wherever my winding road takes me, I will never forget the lessons that theatre and my director have taught me, I shall always act well my part.

TALON THEATRE’S PIPPINWINS 2014 M.A.C.Y. AWARD FOR BEST MUSICAL OF THE YEARThe 44th annual M.A.C.Y. Awards were held at the Segerstrom Center for the Arts on Sunday, June 1st. Santa Margarita Catholic High School’s musical “Pippin” won the highest award, the M.A.C.Y., for best musical of the year out of the forty-six other musicals the judges had seen season. The M.A.C.Y. award is “for a production from a school that reaches far beyond the norm. Their singing, acting, and dancing all come together in complete harmony.” Speaking of “Pippin”, the judges said, “They had audiences leaping to their feet in appreciation and joy. This award is for the musical of the year.”

With the announcement, the cast and crew of “Pippin” along with a large contingent of parent supporters erupted in elated cheers as the entire audience of over 2000 applauded the win.Director Amy Luskey-Barth accepted the award on behalf of a student production team that included assistant director Trevor Lown, costume designer Joanna Pisano, projection designer Megan Macker, and makeup designer Paige Schuler.“Pippin” choreography was by Courtney Garritano, set design by Todd Faux, lighting design by Bob Mumm, musical direction by Daniel Vu, and technical direction by Michael Ritchey.The cast of Pippin” took home 13 individual awards. Talon Theatre senior Nicholas Rule won Best Supporting Actor for his portrayal of Charles. Senior Tyler Cotner won Highest Achievement for the role

of “Pippin” and a $500 scholarship. Junior Andrea Martinez was recognized with Highest Achievement for her performance as The Leading Player. Outstanding Achievement awards were garnered by Joanna Pisano as Berthe, Ryan Melosini as Lewis, Hannah Baker as Fastrada, and Michaela Galvin as Catherine. Bright Spot awards were bestowed on Carson Preusse, Dylan Field, Lara Adra, Trevor Lown, and Daniella Kubiak. The M.A.C.Y. Awards are considered the CIF of High School Theatre. For more information on the M.A.C.Y. organization go to www.macyawards.comFor information about Talon Theatre and the Performing Arts Program at Santa Margarita Catholic High School go to www.smhs.org

Theatre Production- Mike RitcheyTheatre Production focuses on the design and implementation of all the technical aspects for the Performing Arts performances. Mr. Mike Ritchey, the newest member of the Performing Arts faculty, prepares his students for

the responsibility of assuring that the performances run without any issues. This includes lighting, sound, projections, sets, costumes, and make-up. Mr. Ritchey attended Servite High School and was part of Tri-School Theatre where technical theatre became his passion. He then studied Theatrical Design and Production at UCLA and worked throughout the Los Angeles and Orange County areas as a professional sound designer and engineer. His passion for educational theater and the enjoyment he receives from sharing the art form with the next generation led him to SMCHS. It is his dream to teach SM students in a facility that will give

them the opportunity to work on many different styles of shows during their high school experience and prepare them to go out and work as professional technicians if they choose. As the technical production program grows, the goal is to develop a curriculum that provides a year of learning the fundamentals and hands-on aspects of technical theater followed by a year of design concepts and practice. He wants our students to be fully prepared for college and the world beyond. A Center for the Arts at Santa Margarita would provide students with a facility to learn how theater is truly produced in the professional world. This includes having a Proscenium Theater and a Black Box, the two most widely used facilities. An arts center would also include technical equipment on par with the rest of the industry. Offering a program with a well-equipped technology/computer lab would help students learn how to design scenery and lighting plots and produce all of the documentation to support those disciplines.

What inspires you to be creative?

Seeing the desire of the students to learn and under-

stand the concepts and the art form of theatre allows me to share my

passion with them. Educational the-ater is one of the few places in the world where you can really let your

creativity flow without limitations.

-Mike Ritchey

“

“

Tech has helped me build friendships through building.

Because of tech, I

can see the magical

side and the techni-

cal side of theatre!

Now I can appreciate the difficult behind

the scenes work.

I can surprise people with my ability to use a

drill.

DREAMING BEYOND THE DOME IMAGINING OUR FUTURE – PREPARING ARTISTS FOR THE 21ST CENTURY

A CENTER FOR THE ARTS AT SANTA MARGARITA CATHOLIC HIGH SCHOOL

Imagine if you will ----A Performing and Visual Arts complex with a fully equipped proscenium theatre complete with a fly space, orchestra pit, wing space, green room, state of the art acoustics for orchestra, band and choir, all necessary rigging, a 200 seat black box theatre with flexible seating and a tension grid, and dance studios allowing for

more than one performance to take place at the same time.

Imagine….Entering into a beautiful lobby that doubles as a gallery with modular pull-out wall configurations, lighting,

and display cases for showcasing student artwork and multi-media installations.

Imagine….An automated projection screen that is used by the digital art and film students to debut their

original projects.

Imagine….Music practice rooms, a fully equipped computer design lab with a 3-D printer, a costume and makeup shop,

scenery shop for set construction and painting, choir, orchestra, band, theatre classrooms, and multiple dance studios.

Imagine…..All classrooms equipped with cutting edge technology for recording, sound editing, composition, with

playback capabilities.

Imagine what we could do….Imagine what our students will do….

A VISION WITHOUT A TASK IS BUT A DREAM…A TASK WITHOUT A VISION IS DRUDGERY….

A VISION WITH A TASK IS THE HOPE OF THE WORLD.(From a Church in Sussex, England)

LET’S MOVE PAST THE DREAM AND MAKE THIS A REALITY. Amy Luskey-Barth Francisco Calvo Meredith Moody Diana Jennings Director of Theatre Arts Department Chair Department Chair Past President Arts Alliance Coordinator Performing Arts Visual Arts The Arts Alliance

p u r c h a s e yo u r s p i r i t w e a r at w w w.s m h s .o r g/a rt s p i r i t s h o p

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Eagle Arts Magazine