Welk Portfolio

Frankie WelkGraphic Designer [email protected] 541.980.6270

1 Zappos Catalog 8-page self mailer catalog featuring Gabriella Rocha

shoes from Zappos. Purpose of design was to promote Zappos based on a specific brand and customer

Gabriella Rocha

Frankie Welk 541.980.6270 [email protected]

Dress

H

I

E

F

G

J

D

Casual

LunaSKU# 7357742Price: $99.00Size: 5.5-11Width: MColor: Black leather/suede, choco

JordennaSKU # 7443537Price: $98.86Size: 6 - 11Width: MColor: Tan, Brown

AnniSKU# 7357737Price: $71.10Size: 6.5-9.5Width: MColor: Black Suede/Purple Patent, Black Suede/Black Patent

CelieSKU # 7485963Price: $105.00Size: 6 - 11Width - M3 Colors: Black Multi, Brown Multi, Purple Multi

Callie 2SKU # 7324223Price: $62.10Size: 6-11Width: MColor: Light Grey Patent Leather, Red Pat Leather, Black, Zebra, Leopard, Giraffe

KatyeSKU #7471961$65.00Size: 5-11Width: MColor: Green, Navy, Black

KellieSKU # 7466548Price: $69.00Size: 5-11Width: MColor: Black, Black/White, Navy

StarSKU # 7424527Price: $45.00Size: 5-10Width: MColor: Yellow, Dark Red, White

LilaSKU #7408444Price: $69.00Size: 5-10Width: MColor: White, Camel, Black

KimberlySKU # 7408441Price: $55.00Size: 5.5-8.5Width: MColor: Black, Silver

GingerSKU # 7371547Price: $65.00Size: 6-11Width: MColor: Black, Red, Turquoise, Navy, Red, Bone, Brown

NeveSKU # 7482542Price: $75.00Size: 5-12Width: MColor: Black, Brown, Purple, Red

CosetteSKU # 7403120Price: $68.73Size: 5.5-10Width: MColor: Bone Multi ,Grey Multi

HeavenSKU # 7424466Price: $50.00Size: 5.5-9.5Width: MColor: Red Satin, Black Patentk

L

M

N

A

E

B

F

I

J

K

L

M

N

C

G

D

H

MHCC Basketball PostersFreelance job & Art Director

Student Activity Board Poster DesignMen’s Basketball Poster

Dog Pound Poster

2


SAB Poster Design

Posters for Guys & Dolls & Hawaiian Block Party

A MUSICAL FABLE OF BROADWAY BASED ON STORY AND CHARACTERS BY

Damon Runyon

Frank LoesserMUSIC AND LYRICS BY

BOOK BYJo Swerling and Abe Burrows

February 20, 21, 22 February 27, 28, 30 2009 8:00 PM2:00 PM Sunday Matinees

Adults: $15Students, Seniors and MHCC Staff: $10

Mt. Hood Community College Theater26000 SE Stark StreetGresham, Oregon

GUYS AND DOLLS is presented through special arrangement with Music TheatreInternational (MTI). All authorized performance materials are supplied by Music Theatre

International, 421 West 54th Street, New York, NY 10019

and

The MHCC Performing Arts DepartmentPresents

Box Office 503-491-7154mhcc.edu/theater

3Sabor

Case study performed on foreign country consisting ofresearch, mood boarding and color pallets

resulting in logo, package design & a 32 page book


Logo Development3 logo marks symbolizing different chocolate,

hand drawn logo type as well as different colors for packaging

Color Development Mood board & Color Palette

11


Package DesignTin can & 3 1/2 lb. boxes

Coconut Almond ClustersChocolate Caramels

Wine Tru�es

NET WT 8 OZ (226 g)008113 32220624

Nutrition FactsServing Size: 2 pieces (39 g)

Amount Per Serving

Calories 180 Calories from Fat 90

Total Fat 1g � 2%Saturated Fat 6 g � 30%

Cholesterol 10mg 3%Sodium 25mg 1%

% Daily Value *

Potassium 0mg 0%Total Carbohydrate 22g � � 7%

Protein 2g � 4%

Dietary Fiber 1g � 4%Sugars 19g

Calcium � 2%

Vitamin A � 2%Vitamin A � 2%

Iron � 2%

Est. Percent of Calories from:Fat 5.0% Carbs 48.9%

Protei n 4.4%

INGREDIENTS: Wine, cream, chocolate (chocolate liquor, sugar, vanilla, soya lecithin)

Speak Out CampaignCorporate Identity Package & Advertisements

Created a non-profit, educational company to helpincrease the importance and reason for small schools.

Project included: ad series, logo, brochure, business cards, envelopes, book cover, website, conception and

presentation of multimedia public service campaign

It’s amazing what ideas student’s hold,Be sure and listen.

By welcoming a student’s voice

in decision-making, schools can reinforce

the social dimension of learning.

SPEAK OUTwww.speakout.com

A student’s voice

can be a powerful tool

in encouraging higher levels

of engagement, resuting in

higher achievement. www.speakout.com

The best responses are heard when you listen.

SPEAK OUT

It is vital that the right culture is in

place to ensure that the voice is given

a chance to speak freely and that

what is heard is listened to

objectively and sincerely.

When allowed a voiceRemarkable things can happen.

SPEAK OUTwww.speakout.com


Speak Out Identity Inside of Brochure

Discussing with them issues about teaching and learning helps to improve understanding of what achieves effective learning. Encouraging students to consider how they learn best and to identify any problems related to their learning can help in promoting more effective learning. If teachers were to then act on this evidence, this shows to the students that they are very important players in their own learning.

Data analysisExperience so far has also shown that it is important for pupils to be involved in the data analysis. This prevents teachers, however unconsciously, from selecting only those comments and feedback that they want to hear or feel most comfortable with, and ensure that the results of the consultation have more chance genuinely of being heard and taken on board. It will also help to preserve the integrity in the student voices to ensure that staff understand the issues that are most important by finding what works best for the students in their school.

Curriculum managers need to ensure there are systems and administrative support mechanisms in place to help with data processing and analysis. Certain ones are more appropriate for particular issues you are seeking views on such tasks nearly always take more time than anticipated, particularly where there are many freestyle answers.

Factors for successAlthough student voice work is still in its infancy, research so far has revealed factors that are more likely to ensure such initiatives are a success. As students in the QCA study revealed (Han-

nam, 2004), they would only take the process seriously if the issues were important to them,

A student’s voice can be a powerful tool in encouraging higher levels of engagement in learning leading to raised achievement. But many schools still have a lot to learn about making effective use of this tool in practice to bring about whole-school improvement. We uncovered some of the lessons learned so far. Engaging the student’s voice is gathering momentum as a key way to improve teaching and learning and transform schools. As the personalized learning agenda takes root, curriculum managers are realizing that finding effective ways to hear and act on the student voice has a vital role to play in achieving this individualized approach to learning.

Why listen?In our human-rights-focused society, arguably it is the student’s right to take part in decisions and processes that affect their learning. By welcoming their voice in decision-making, schools are reinforcing the social dimension of learning.

Students have changed far more in the last 20 years than schools have. As a result, the school experience can be very alien to pupils when compared to the way they are treated outside of school. Many can become disheartened and disengaged by the feeling that they are being treated as ‘children’, and that education is something that is ‘done to them’ rather than something that they can have control over with a say in what and how they learn. Such a sense of powerlessness can quickly lead to disaffection, which effectively disables schools from carrying out their key purpose: providing a quality education for their pupils. So any action curriculum managers can take to reverse this trend and engage students as equal learning partners should be taken seriously and implemented straight away.

If students feel that their opinions matter in school, that they are regularly consulted on the best way to learn, then they quickly become engaged again in the whole learning process. Schools will find that the views of pupils can make an invaluable contribution to shaping classroom management, teaching and learning, and the whole school environment for the better. As Fielding has pointed out, teaching and learning have for too long been seen as forbidden.

There needs to be measures in place to ensure that pupils feel safe to give their real views, rather than just spout forth what they think the teachers want to hear. Staff need not only to be genuinely interested in hearing what students say, but must also be happy to cross the bridge and actively listen to what they might mean (Fielding, 2001).

At the heart of all student voice work there needs to be a genuine desire to encourage greater freedom of thought and action and a belief that this will engender more creative ways to transform schools into learning spaces where power and responsibility is shared. It should not just be driven by an interest in generating more data to tick boxes to satisfy the performance information-driven culture that the national education policy scene has become. It is no good just collecting the data; schools need to know how then to interpret this to extract meaning that can be used to inform real and positive change to teaching and learning processes.

Impact on teachingStudent voice work has the potential to change the way teachers think about their lessons and to en-courage them to work with pupils in new and more effective ways that will lead to improved learning. As recipients of teaching, the students’ perspective on what works best can be invaluable. They need to be seen as equal and vital partners in a dialogue about learning.

What students have to say

“the language used was familiar and intelligible and the reasons for doing it were persuasive. Having enough time to complete any consultation exercise was seen as crucial, as was the need to provide the right space and environment, which should be not too formal, or too informal.

“It is vital that the right culture is in place to ensure that the voice

is given a chance to speak freely.”

Those who view the student voice as something just to be seen to engage with as a token nod to letting them have a minor say in the running of the school will be missing a fundamental opportunity to bring about long-lasting and significant advances to teaching and learning. The student voice should not be listened to half-heartedly and interpreted in a way that confirms what you already think.

The student voice movement has the potential to trans-form teaching and learning for the better – such an exciting and powerful opportunity to do this should not be ignored. But it is vital that the right culture is in place to ensure that the voice is given a chance to speak free-ly and that what is heard is listened to objectively and sincerely and then acted on to ensure that the potential for making monumental improvements is realized.

References

Bragg, S. (2001) ‘Taking a joke: learning from the voices that we don’t want to hear’, Forum, vol 43, no 2

Fielding, M. (2001) ‘Beyond the rhetoric of student voice: new departures or new constraints in the transformation of 21st century schooling?’

5Greeting Cards

Easter, Birthday and Thank you cards


THANK YOU

Thankyou

Jazz Band CDMt. Hood Jazz Band CD Design Contest Winner.

Design of cover, insert and CD from concept, design and illustration through final production artwork for

delivery to printer. Artwork was done using Acrylic Paint


To purchase additional copies of this CD, please contact the MHCC Music Department

at 503-491-6969. The MHCC Jazz Band is available for concerts and special events.

For more information contact:

Susie Jones 503-491-7158

[email protected]

Selected arrangements available from Otter Distributors at

www.otterdist.com

Unauthorized duplication is a violation of all applicable laws.

© 2009 SeaBreeze Records

All rights reserved. For a free SeaBreeze Records catalog, visit our website at

www.seabreezejazz.com

Recorded: January 19 and March 20, 2009

Produced by: Susie Jones

Recorded by: Dennis Carter, Falcon Studio

Mixed and edited by: Dennis Carter and Susie Jones

Mastered by: Kevin Nettleingham, Nettleingham Audio

Thanks to: Dustin Williams, Dave Barduhn, Marshall Tuttle, Kim Sharer,

Wendy Schissel, Stan Bock, Jon Larson

CD design: Frankie Welk, Integrated Media: Graphic Design Program

Photography: Steven Lenhart, Integrated Media: Digital Photography Program

2009 Mt. Hood Jazz Band and Combos

8:17

4:47

4:22

3:54

5:28

7:18

8:33

6:02

7:24

4:32

4:58

A Buck and Some Change Hank Hirsh, arr. Sam HirshSolos: Manny Chester, Sam Solano, Michelle Christiansenpublisher: six perfections music

PensativaClare Fisher, arr. Rick WilkinsSolos: Solomon Thelin, Manny Chesterpublisher: coast music

Georgia On My MindHoagy Carmichael/Stuart Gorrell, arr. Dave MetzgerVocal: Liv Warfield, Piano Solo: Sam Hirshpublisher: peer music

Softly, As In A Morning SunriseSigmund Romberg, arr. Alan BaylockSolo: Sam Solanopublisher: bambalina music pub. co. and warner bros. inc.

2nd Time Aroundarr. Bill ByersSolo: Nick Nerapublisher: emi longitude music

An Apple For ChristaHerb PhillipsSolos: Manny Chester, Luke Tarter, Solomon Thelinpublisher: saunders music

It Might As Well Be SpringRogers/Hammerstein, arr. Ellen RoweSolo: Sam Hirshpublisher: williamson music

Take FivePaul DesmondSolos: Alex Weinberg, Stephen Lillegardpublisher: desmond music co

Half The FunBilly Strayhorn/Duke EllingtonSolos: Michelle Christiansen, Sam Hirshpublisher: tempo music, inc.

CannonologyAK Salim, arr. A. NeesleySolos: Ted Yanez, Ryan Carlson, JJ Meyerpublisher: emi longitude music

Adam’s Apple Wayne ShorterSolos: Sean Wyatt, Shyam Anandapublisher: miyako music

Craigslist Magazine Purpose of design was to capture the feeling of craigslist rants and raves through color, design, images and stories

Cover, contents page & three stories including two department stories and one feature story displayed

7

TheDish

2009 craigslist Publication March 2009

craigslist rants and raves

EXPERIENCEClient | Jazz Band CD | 2009Mt. Hood Jazz Band CD Design Contest Winner.Design of cover, insert and CD from concept, design and illustration through fi nal production artwork for delivery to printer

Project | Craigslist Magazine | 2009 8 page prototype demonstrating editorial abilities by capturing the feeling of craigslist through color, design, images and stories

Project | Sabor Chocolate Company, 2008Case study performed on a foreign country consisting of research, mood boarding and color pallets resulting in logo and package design

Project | Web Development | 2008Designed and developed multiple websites for potential clients

Project | Speak Out | 2007Created a non-profi t, educational company. Developed a corporate brand including: ad series, logo, brochure, business cards, envelopes, book cover and website

Project | Small Schools | 2007Collaborated and pitched multimedia public service campaign including audio pitch, series of ads and website

Employment | Mckenzie & Associates | 2008-09Designed templates for an established realty offi ce where time management, creativity and meeting deadlines were key factors.

Employment | Nordstrom | 2004-2006Macys | 2008Beauty advisor & Sales associate Applied fashion, make-up, skin care products, leadership and customer service skills

VOLUNTEER WORKVolunteer my services as a hairstylist and make-up artist at weddings, fashion shows and other events

SUMMARYVersatile graphic designer. A comprehensive tangle of elegant, abstract and grunge design. Especially interested in business identity, advertising and editorial Design

SKILLS Completed 1,200 hours training in Adobe CS3 & CS4

Graphic design solutions through personal photography, paintings and drawings

Effective and compelling typography, editorial design, corporate identity & branding, package design, posters, multimedia presentations & web design

Able to work independently or within a team while handling multiple projects

Accurately follow instructions as well as ability to provide direction to others

Organized, detail oriented and motivated to continue gaining knowledge

Ability to analyze and solve problems while maintaining composure and friendly demeanor in dealing with stressful situations

SOFTWAREAdobe Creative Suite 3: Photoshop, Illustrator, InDesign, Acrobat, Dreamweaver

iLife: iMovie, GarageBand, iPhoto, QuickTime

iWork: Pages, Numbers, Keynote

Microsoft Offi ce: Word, Excel, Powerpoint

EDUCATIONMt. Hood Community College Gresham, Oregon 2005–08Associate of Applied Science degree Integrated Media: Graphic Design expected June 2009

Linn Benton Community College Albany, Oregon 2003–04Fine Arts Major

Frankie [email protected]

Welk Portfolio

Documents

Transcript of Welk Portfolio