Make Some Noise!!

FADE IN:
INT. SANDRA'S BEDROOM

SANDRA is probably developing scoliosis by laying on her bed for too long.

---

Back to the editing grind.

So you know how I did that typewriter opening effect? Well, I felt like something was missing... of COURSE, the sound element!!

Sound is often quite overlooked in lots of work, even though it could be very simple. At first, I decided I want to go the sort of "folly" route by recording myself type on my own personal type writer.

Yes, this is my monstrous typewriter on my desk.

I decided to use the speakers Mrs. Stoklosa let me borrow over break to practice and get comfortable with, as she suggested that maybe I would want to use them for extra interview footage that is more informal when I come back from spring break. However, the quality still wasn't the best I was hoping for. That's when Plan B came in: royalty-free sound effects!

I knew that YouTube has a great Audio Library that is free to use, so I embarked on finding a keyboard sound effect that would work well with the pacing of the letters coming onto the screen. Thankfully, I found the one: "Keyboard Typing Fast".

Ah, the joys of editing. Let's keep it going.

Until then,

SLS

Open Up!

FADE IN:
INT. SANDRA'S BEDROOM

SANDRA is stressed. That is all.

---

Hello Blogger!! Let's talk EDITING.

Back in the beginning of the school year, we had a PSA project to direct towards a faction of Generation Z. My group decided to target the artsy Instagram kids who are obsessed with their feeds and typewritten-poetry and aesthetically-pleasing coffee flat-lays. Basically, think Orion Carloto:

IG: @orionvanessa

Taking inspiration from her feed, we decided to insert a typewriter effect for our message. Since I didn't edit for that specific project, I had to look up exact how to do it on iMovie (keep in mind, this is my first time using iMovie on my new laptop; it has way more features than the iPhone app does!!).

Luckily, I found one helpful tutorial that used the application Keynote to convert into a Quicktime video to upload directly to iMovie. Here is a sneak peak!

Until then,

SLS

Partner, Let Me Update U

FADE IN:
INT. SANDRA'S BEDROOM

Freshly tanned, SANDRA is enjoying the first few days into Spring Break. However, reality sets as she realizes the proximity of her due date—the project due date, that is.

Hi Mom. Thanks for supporting my Media Studies endeavors.

---

Hello Cambridge, coming to you now from her brand new laptop (thank you Mom & Dad)!!!!

Yes, as you can imagine, I am very excited for this laptop upgrade, especially considering I am now in the post-production phase of my documentary! 

Currently I am sifting through over an hour of footage, including interviews with such quality responses. It's kind of super intimidating trying to figure out how I'm going to organize all of footage... it's like a crazy, complex connect-the-dots. 

Well, at least now I won't have to edit using the iMovie app on my phone and instead do it on my laptop like a Professional Editor™.

I plan to finish editing before Spring Break ends so I can work on the website and poster.

Screencap of iMovie

Until then,

SLS

P.S. This blog post is a reference to an old Beyonce song, so please excuse the informal 'U'.

B-Rolling in the Deep

FADE IN:
INT. STOKLOSA'S CLASSROOM
Frazzled. SANDRA is frazzled. Spring break is coming, and she has lots of work to do. Let's do this.
---

It is Wednesday my dudes.

So, back on Monday, I conducted (I'm not a scientist what?)  did three interviews with Alexa, Sol, and Tabby! As for interview location, I decided to do it in the storage room in the back of the Creative Writing classroom where most of the books for Cypress Bay's English department is stored (Mrs. Seigel, the Creative Writing 3-5 teacher, is also the head of the English department at our school, so that's why we have access to the backroom). I decided to just record with my phone, which may have proved to be a little bit of an issue when it comes to stability and composition. I'm going to try and combat this issue through just quick cuts of each person talking to remind the audience of whose voice is speaking, but otherwise, most of the material used will just be the audio as the guiding narration (as I mentioned in my previous blog post).

Peep that little bit of B-roll & interview excerpts.

My next objective is to find B-roll I have been taking for the past couple of weeks that pair well with the interview responses. I'm feeling good about my progress with the video... today was the last day of the week where I would be in Creative Writing. I captured some good footage that I think would complement the audio, along with extra just in case I'm in a time crunch. It's never a bad idea to have extra footage!

Next up:

• Edit video (finish it by the end of Spring Break - if I need more B-roll, get that the first Monday back from break a.k.a. April 2nd) ((but don't push it))
• Come up with poster concept art
• Website!!

Everything is coming together!!!!!

Until then,

SLS

Question! Tell Me What You Think About Me-

FADE IN:
INT. STOKLOSA'S CLASSROOM
SANDRA is currently sitting next to a group of talented media kids. She is feeling inspired as h*ck.  Also the title is a reference to a Destiny's Child song.
---
Time to get down with interview questions.

So here is the overall outline for the questions/excerpt in itself:

• WHAT is Creative Writing class like?
• WHO are the Creative Writing kids?
• HOW are they perceived by others (according to them)?
• HOW do they perceive themselves?

I plan to organize the questions under these four overarching areas (WHAT, WHO, HOW²). Here is what I have thus far:

WHAT is Creative Writing class like? 

This would mark the second Lil Jon reference made on this blog.

• WHAT is a typical day like in Creative Writing class?
• WHAT is the general structure of the class like (quizzes, projects, workload, etc.)
• WHAT type of writing do you do in the class?
• HOW do you feel about the work you do in this class (given that most students who take Creative Writing usually do it because they are passionate about it)? 

WHO are the Creative Writing kids?

• HOW did you get involved in Creative Writing?
• WHAT made you want to take Creative Writing (and continue to do so)?
• WHAT do you want to do in the future?

HOW are Creative Writing kids perceived by other students?

• Can you give me a Creative Writing (or writer/poet) stereotype?
• Is it accurate?

HOW do Creative Writing kids perceive themselves?

• WHO exactly are the Creative Writing kids?

I may be asking an overload of questions, but you know, the more material, the better! I plan to interview three subjects: Alexa, Sol, and Tabby. 

Alright, let's get to interviewing.

Until then, 

SLS

SHOTS, SHOTS, SHOTS!

FADE IN:
INT. SANDRA'S BEDROOM
Headphones in, laptop plugged in, SANDRA is jamming to the Baby Driver soundtrack. However, she could not resist making a Lil Jon reference in her blog post title. 
---

SO...production is going well. Even though I haven't finalized all of the research I want to conduct (lighting, stop-motion, etc.), I'm just sort of winging it whenever I am in my creative writing class to capture some B-roll before I start conducting my interviews to tie in all of the footage together.

Shots by LMFAO ft. Lil Jon.
Let's pretend they were referencing cinematography.

I have found so far my process is sort of very organic and very direct cinema; I originally planned on bringing my camera and tripod, but found it would be too much work to take it on and off of the tripod during class whenever I wanted to capture certain things within the moment. I've mainly been using my phone and a (hopefully) steady hand. However, I know for some scenes I need a tripod for certain more artistic shots.

For instance, I know I want one specific shot of the covers of all of the Literary Magazine covers (that features Creative Writing students work) on a plain background that is laid out. I made a makeshift version of this idea I'm going for in the middle of class:

This is an extremely rough cut. Composition is terrible, I know, I know.

However, I kind of want to switch it around from just stacking on top of each other to make it right next to each other. I know these kinds of shots are very characteristic of Wes Anderson, such as in Fantastic Mr. Fox (2009).

Fantastic Mr. Fox (2009)

Now, I know it may seem a little backward to be doing B-roll and other footage instead of interviews at first, but I found that when I made an original full-length documentary back in November during our Documentary unit in class, we really lacked B-roll. Considering I am in Creative Writing every other day, I may as well start capturing footage while I can. I plan to conduct my interviews next week and plan to edit directly afterward. If I find in post-production I still need some filler footage, I can take it the week after spring break, but overall, it is never a bad idea to have a lot of footage. Never, ever, ever.

Until then,
SLS

Talk Too Much: All Things Interviews

FADE IN:
INT. LIVING ROOM
SANDRA is tired, simply put. The show must, however, go on.
--
Alright kiddos. Time to talk interviews.

So for CLIQUE, I am leaning on guiding the narrative through indirect interviews. Referencing my documentary notes I took back in October during class, I found my favorite documentaries were reliant on indirect interviews providing context.

Clarification break! An indirect interview is an interview where the audience does not see the interviewer, just the subject. However, the interviewer can be heard asking the questions. It is the more conventional documentary interview technique, but it is favored for a reason.

Not showing the interviewer (who is also often the director) maintains objectivity, which is an important aspect to consider in every documentary. I have to keep in mind that this series would theoretically cover other groups I am personally not a part of, so I have to remove myself from the subject the best I can.

Next step is to create my interview questions, which need to be very pointed and specific. Reflecting back on the Documentary unit we covered in class, we produced a mini-doc (around 8 minutes in length), which I learned a lot from.

For one, you do not get good answers unless you ask good questions. Also, always ask your interviewees to restate the question (since the audience isn't being prompted by the questions themselves). Lastly, make sure your questions tell a story. I want the responses to be the guiding narrative throughout the piece to explain who the creative writing kids are, what the creative writing kids do, and how they perceive themselves/how they think others perceive them.

Time to get to writing does interview questions!!

Until then,
SLS

I Ain't Got Tiiiiime

FADE IN:
INT. STOKLOSA'S CLASSROOM
Invigorated with creative energy, SANDRA is sitting in her desk typing manically on her laptop. She is a little stressed about time passing by so quickly, but she is ready to get back on the grind.
---

It is WEEK THREE. Please let me know how. Time? I don't know her.

OK, OK, OK:

Here's a schedule for purely organizational purposes. LET'S GOOOOOOOOOOOOOO.

Tuesday

• Schedule this week & upcoming weeks  (doing that right now; yay for productivity!)
• Start filming some B-roll in Creative Writing class to practice (got some footage, nice)
• Outline upcoming blog posts
• Stop motion research (for introduction graphic)
• Lighting 
• Interviews Research
• Interview Questions
• All things B-roll

Wednesday

• Go to Hollywood to European market for Russian food (it's a group project)
• Try New York Grilled Cheese for the first time
• All of that was totally unrelated but I'm excited
• Try and fit in some LIGHTING research

Thursday

• Bring camera/tripod to class to film some more
• Blog post 02
• Start making interview Qs 

Friday

• Finalize interview Qs
• Look over footage
• Make sure I have people to interview (currently thinking Alexa, Sol, & Zoe)
• Blog post 03

Saturday

• Visiting Gainesville to lease an apartment to stay for college?!? I am an adult?!
• No time to film but I can try and piece together some B-roll to get feedback from my roommates (this is all so surreal to me)

Sunday

• Research anything else I didn't have time to beforehand

It's going to be a long, busy week. Let's get it.

"Life imitates art": An actual photo of me struggling but persevering through this project.

Until then,
SLS

Streaming Killed the Television Star

FADE IN:
INT. SANDRA'S BEDROOM
With her bed unmade, SANDRA leans against her pillow as she types on her laptop to conduct more research. She is surprisingly productive for it being a Sunday, her least favorite day of the week. However, she is still dressed in pajamas. Give her a break; it's second semester senior year.
---
In today's blog post, we are talking about the ever-lustrous topic of distribution methods. Oof, just everyone's favorite topic.

On the real, nobody hears distribution and thinks "Yes, this is my favorite part. Not the filming and editing and creative stuff. This is the cool stuff,".

Except I kind of like it. You know, the research and stuff behind it. Kind of fun. I know, I know. I'm a nerd.

But let's get one thing straight before we start things off: TV is dead.

That's right folks. Millennials are killing your favorite all-American chain restaurants like the authentic Applebee's and Buffalo Wild Wings and now Generation Z is murdering cable in cold blood. I'll give you a moment to recover.

RIP: Applebee's (1980-2018)

RIP: Buffalo Wild Wings (1982-2018)

According to PricewaterhouseCoopers,

"TV is headed the way of print media: It’s either migrating to the social networks as the main distribution channel or struggling to survive on subscription revenue and the scraps off the ad market leaders’ table.” 

So that leaves me in a bit of an issue. Documentaries made-for-TV tend to be distributed on....TV. You know, as the name would suggest. So, in order to combat the short-attention span audience that is Gen Z, my documentary needs to be distributed on a relevant platform to capture attention quickly. Enter the two contenders: Netflix Original partnership and YouTube Red.

Netflix Original

• Most popular streaming service 
• Lack of advertising draws people in
• Lots of established subscribers already
• While there isn't lots of published data on who has Netflix, there is enough evidence to suggest it is incredibly popular with audience age demographic I am targeting.
• Exclusivity

YouTube Red

• Lack of advertising as well
• Subscription also includes Google Play
• Originally released as YouTube Music Play to advertise streaming music
• Original content is mostly limited to established "YouTubers"
• Not as popular as Netflix, but YouTube is very relevant to Gen Z

Considering both methods, I think I am leaning towards my documentary miniseries to be released as a Netflix Original series (because if this was an alternate universe, Netflix would be reaching out to me to produce my work). This will help me with the marketing aspect of my documentary a lot considering Netflix itself is such an icon for my target audience. Phew. Glad I figured that out.

But it's still just the beginning.

Until then,

SLS

Sources:

• Once video killed the radio star. Now Gen Z surfers are becoming witnesses to social media’s murder of TV. Smart Insights, 15 Aug. 2016, www.smartinsights.com/social-media-marketing/video-killed-radio-star-now-gen-z-surfers-becoming-witnesses-social-medias-murder-tv/. 
• Wang, Christine. "Overwhelming majority of people watching streaming services still choose Netflix." CNBC, 21 July 2016, www.cnbc.com/2016/07/21/overwhelming-majority-of-people-watching-streaming-services-still-choose-netflix.html. 
• Mitroff, Sarah, and Taylor Martin. "Everything you need to know about YouTube Red." CNET, 27 Oct. 2017, www.cnet.com/how-to/youtube-red-details/. 
• Taylor, Kate. "Millennials are killing chains like Buffalo Wild Wings and Applebee's." Business Insider, 3 June 2017, www.businessinsider.com/millennials-endanger-casual-dining-restaurants-2017-5. 

So Far Everything's Good: Outline Time!

FADE IN:
INT. STOKLOSA'S CLASSROOM
A flashback of SANDRA sitting with five of her CLASSMATES. They discuss their projects and give some feedback. SANDRA is slightly nervous at presenting her work, but willing to hear criticisms.
--
I sometimes forget how talented my classmates are. Yesterday was my wake-up call. We were grouped into tiny people pods to dissect each other's blogs and ideas. Many of us are working alone on our project and realizing how much work that is, but all the more, are energized by complete creative control. We all seem to share the same worries, which is quite comforting. Even though I am working alone, I felt supported. Also, everyone's ideas are just so cool?!? Wow, just wow. I'm so excited to see everyone's end product.

But I also came out of the experience with good feedback about my documentary idea. During my talk, I realized I need to flesh out my show outline more. 

SO, here is just rough outline of....

CLIQUE (2018) ((IT'S JUST A WORKING TITLE. DON'T JUDGE ME PLEASE).)
A [insert distribution method: Netflix Original, YouTube Red, etc.] miniseries that focuses on one high school in South Florida, where each episode a different "clique" is examined in depth [6 episodes].
Director: Sandra Salvatierra

BASICALLY, the show will be a miniseries in one high school as the case study subject (also known as Cypress Bay High School). The point of the series is to just show one school's student body and the different "groups" within it. I want to especially highlight groups that are not necessarily focused on as well in the classic teen/coming-of-age shows/movies (who thinks about the Creative Writing kids? Is Creative Writing even a thing in other schools?). I considered creating it a series with multiple seasons, with each season focusing on a different school with different groups, but I think to keep it as authentic as possible, I think just focusing on my school will evoke the most genuine content. My connection to the subject and knowing the people personally will allow me to showcase them in the most accurate way (if I were to hypothetically produce the entire series, that is). However, I do have to approach this project as though I were to produce this entire series, and what I am showing is to perfectly encapsulate the entire vibe of the whole production.

Now, here is one very valid question: who would care to even watch something like this, especially if I'm not from that school?

Let me expose you to a guilty pleasure of mine (besides Op-Docs; see last post if you are confused): "What High Schoolers Are ACTUALLY Wearing" videos.

Over SIX MILLION results. That's kind of a lot...don't you think?

These videos get hundreds of thousands of views, just through simple interviews in different high schools about what students are wearing. Do I attend any of these schools? Do most of these viewers attend these schools? No and no, and yet, they are still popular.

It is important to mention my target audience with my documentary is Generation Z, which is the high school age bracket (14-18). This all ties back to representation; people like seeing people who talk, act, and look like them on screen. They want a connection. What connects more to high schoolers than seeing actual, real-life high schoolers on screen?

Ok, things are coming together. I am DOING THIS, but so much more is to come. So, so much more.

Until then,
SLS

Opps-Docs

FADE IN:
INT. STOKLOSA'S CLASSROOM
A flashback of SANDRA on her laptop, scrolling through some documentaries during class on Monday to get some inspiration. Opps by Vince Staples from the Black Panther soundtrack is playing in her headphones. She feels invincible.
---
I have a confession to make.
I am an addict. An Op-Docs addict, that is.
For those of you who aren't aware of the time-sucking black hole vortex that is the New York Times Op-Docs site, let me just give you a brief summary of what it is:

Op-Docs is a video channel where people around the country (possibly even the world) submit their own original documentary shorts on any topic of choice. The filmmakers are free to represent their story in any format they wish, which can be traditional, with direct interviews and standard B-roll, or more artistic in nature, with animation and a voice-over guiding the story line. However, the incredible thing about all of these documentaries are made by everyday people, some younger, some older, but all amateurs. And amateurs can do some incredible things.

Over the past couple of days,  I have been watching several new Op-Docs. Let me highlight my current favorites:

• Birth Control Your Own Adventure by Sindha Agha: I just love the artistic method taken to describe something as taboo as birth control from a young age. It was a refreshing topic presented in an unorthodox way, yet told the story just as well. However, for my purposes, I think my documentary won't be going this artistic route.
• Black Colleges in the Age of Trump by Stanley Nelson: Now this is much more traditional. While most of its footage comes from archives and news reels, the structure flows a lot more like a traditional documentary with voice over narration and standard B-roll footage. I think my documentary will lean more in this direction, just to keep it safe and conventional. However, I still think I can be creative and have fun with my editing even if I decide to stay conventional. I am also still deciding as to whether or not include a voice over narration (I'm leaning towards no).
• My Grandfather's Memory Book by Colin Levy: I am struck with envy watching this at first because of the sheer beauty of the animation. It gave me Pixar vibes and consequently, I cried Pixar tears that was close to the first five minutes of UP as far as sentimental tears go. Documentaries can make you feel. I want a feeling to be provoked out of my work too. I want these creative writing kids to make my audience laugh, or be provoked by their words because what they say matters. 

With these works in mind, I can continue building the structure/ambiance I want out of my work through inspiration. Now, I gotta go wipe my tears. I just re-watched My Grandfather's Memory Book. 

Until then,

SLS

For Real? For Real: The Great Reality TV versus Documentary Debate

FADE IN:
INT. LIVING ROOM, probably
A flashback of then-17 year old SANDRA in pajamas one summer afternoon on her laptop, just browsing the Internet. Somehow, she stumbles upon something incredible, something she must share.

---

MTV's The Paper (2008)

So,  yes, it turns out I was not the first person to think my school was worthy enough of its own reality TV show. MTV, in fact, filmed a miniseries called The Paper about our The Circuit newspaper staff. Unfortunately, the show is basically obsolete and only aired for one season back in 2008 (that's a decade ago, oh my God) but this just proves my point: Cypress Bay is the perfect backdrop for a documentary (click here to watch the trailer).

However, I want to make sure in whatever I want to do, I'm not leaning too much into the reality TV genre. Documentaries, in themselves, are meant to present a "slice of life". However, how heavily edited are these slices of life?

Naturally, I had to do some research. Is reality TV considered part of the documentary genre? What I found were mixed responses.

Overwhelmingly, people agreed that reality TV is largely scripted. According to Wynonna Judd, star of reality TV series The Judds on OWN, even she agrees with the irony found in the genre's name:

“My understanding of reality TV is that it’s not indeed reality.” 

However, others come to reality TV's defense. Erik Fritts of Videomaker goes on to say:

"The medium has it’s flaws, as all do, but at the end of the day, Reality TV finds itself as the black-sheep of the documentary family, sometimes uncouth and uncultured, but studded with occasional gems of insight to the human condition."

High schoolers are naturally dramatic. I don't think I'll run into the issue of feeling like I have to manipulate my editing so much to get some conflict going. But first things first: I need to get permission from my class to film them and ask who would be interested in being interviewed. That's the first thing on my agenda for this upcoming week.

Until then,
SLS

---
Sources:

• Campbell, Christopher. "What Is the Difference Between “Reality Series” and “Documentary Series”?" Nonfics, 27 July 2015, nonfics.com/what-is-the-difference-between-reality-series-and-documentary-series-6e830ed4c500 
• Fritts, Erik. "In Defense of Reality TV: Reality TV as Documentary." Videomaker, 2 May 2016, www.videomaker.com/article/p06/18531-in-defense-of-reality-tv-reality-tv-as-documentary. 
• "'The Paper' Trailer." Vimeo, uploaded by David S. Tung, 2010, vimeo.com/5072133. 

Media Studies A Level: Time to Go Harder Better Faster Stronger

FADE IN:
INT. SANDRA'S BEDROOM
A close-up of droopy eyes, struggling to stay awake with the only source of light being a laptop. Here, SANDRA is seen in her most exhausted form. She is listening to "One More Time" by Daft Punk to keep herself awake and get some inspiration. She is ready to get the creative juices flowing. 
---

Last night, I was lucky enough to attend this event called "Laser Fridays" at Phillip and Patricia Frost Museum of Science down in Miami, Florida. The museum's line-up included Michael Jackson, The Beatles, and Pink Floyd, yet my friends and I decided to watch the Daft Punk showing. I'm not one who is really into electronic music, but I made an exception for them as I walked into the planetarium beyond excited. While the show was only a brief 40 minutes, what I got out of it was an immense feeling of joy, a type that reignited my creativity.

People don't think of lasers normally as a story-telling device, and yet I witnessed beautiful imagery right before my very eyes. It made me wish I had picked the music video project, or even short film, but then I realized one very crucial thing: documentaries tell stories too. The incredible thing about them is that they are real. 

I think an important part of any project is to set a goal and my goal for this project is to tell a story in a different way, no matter my subject.

Currently, my documentary idea is in its most elementary of forms. Doing a case study on my high school, Cypress Bay, which is one of the biggest public high schools in the country, seems like a convenient choice. With such a diverse student body, you can meet the most interesting characters: why not dedicate an entire TV miniseries to such? I am leaning toward my initial idea of covering the Creative Writing niche, as it is the most convenient option for me, and I know I can make it as authentic as possible being as I am part of that niche. But that's where bias comes into play.

As the New York Film Academy puts it,

"Your documentary is presenting a perspective to your audience. It’s up to you what that perspective is."

Time to figure out that perspective and get my research on.

Until then,
SLS

---
Sources:
New York Film Academy. "How to Reconcile Personal Bias in Your Documentary
     Film." New York Film Academy, 21 Apr. 2017, www.nyfa.edu/student-resources/      how-to-reconcile-personal-bias-in-your-documentary-film/.

Guess Who's Back? Back Again? Sandra's Back. Tell a Friend.

FADE IN:
INT. A CLASSROOM WITHIN CYPRESS BAY HIGH SCHOOL's 300s BUILDING

A mid-shot of a hopeful eighteen year old who has yet to be crushed by debilitating stress as she begins to embark on the biggest task of her senior year: her AICE MEDIA STUDIES A LEVEL PORTFOLIO PROJECT.
---
Alright, enough with gimmicks. I'm back Cambridge, and I'm better than ever. After completing my AICE Media Studies AS Level Foundation Portfolio, my confidence in my production skills have skyrocketed. Working in a group of four to create an original magazine was a daunting process, and yet, I'm back for more. After working with three members, I came into A Level knowing I wanted to work on my Final Portfolio by myself. I am hoping this will not only grant me complete creative control of my final work, but also challenge myself to complete every task on my own. With no option this year to publish a magazine, I decided to go down a new route for me: documentary!

Luckily for me, this year in A Level we did a whole unit on documentaries, along with already creating one short-length documentary. However, this time around, I am doing it all by myself and have a longer time frame. I've been trying to get my mind in that creative headspace lately and I've been mulling on a few ideas. Maybe I'll use them, maybe I won't. Who knows? We like to spice it up here on Sandra's blog.

• A documentary on my Creative Writing 5 class — there are plenty of characters in my class, including my lovely teacher. I'd have easy access, but I got to figure out what area of the class I want to focus on (the students? my teacher? curriculum? the afflicted Literary Club's integration? So many questions.)
• A documentary that has something to do with Disney — I have so much beautiful B-roll footage from when I went last month to the parks. I could spin it to focus on one of my friends who is planning to attend Savannah College of Art & Design (SCAD) to study Theme Design with the ultimate end goal to become a Disney Imagineer. My little brother is also interested in studying that as well.... it's a cool idea, but would I run into sensitive copyright issues covering a mega-company such as Walt Disney? Hmm....
• A documentary about prom, with a focus at my school. We're a giant high school (as our principal affectionately refers us as "4600 strong!", even though we're probably closer to 4700 students now at this point) and our "promposals" are some of the most elaborate events to witness.

Well, I got a lot to think about...these next six weeks are going to fly by, huh? 

Until next time, 

SLS

P.S. If you don't understand what my blog post title is referencing to, enlighten yourself.