Chris Allen 2012 Design Portfolio

C H R I S A L L E N D E S I G N F O L I O 03

HELLO!

Chris Allen

115 Tidewater Farm Road

Stratham, NH 03885

’m Chris. I’m a freelance graphicdesigner and this is my work.

I’m currently a Marketing major at the University of Maryland, College Park, where

I’m also the Design Editor of the independent school newspaper The Diamondback

and the Advertising Director for Student Entertainment Events.

CELL 603 770 9675

EMAIL [email protected]

WEB issuu.com/callen15

Text set in Gotham & Vitesse by

Hoefler & Frere-Jones

Designed by Chris Allen USA 2012


LEONARDO DA VINCI

implicity is theultimate sophistication.S

CONTENTS07 A Night To Remember 08 WaveSense Consulting Group 10 Couture for Care12 EZ Pedaler 14 School Administrative Unit 16

IDENTITY

PROMOTION

PUBLICATION

17 Art Attack 29 18 Aziz Ansari 20 Gabriel Iglesias 22 Josh Sundquist 24 Mac Miller26 TissuGlu Surgical Adhesive

29 The Talon Magazine 36 SAU 16 Annual Report


IDENTITY


CLIENT Exeter High School DATE April 2010

CLIENT WaveSense Group DATE August 2011

08 C H R I S A L L E N D E S I G N F O L I O

CareC O U T U R E

F 0 R

CareC O U T U R E F O R

A B E N E F I T F A S H I O N S H O W

C4CS H E R A T O N

P O R T S M O U T H

CLIENT Couture for Care DATE March 2010


CareC O U T U R E F O RA B E N E F I T F A S H I O N S H O W

E Z P E D A L E RW O R L D C L A S S E L E C T R I C C Y C L E S

CLIENT EZ Pedaler DATE June 2011


E Z P E D A L E RW O R L D C L A S S E L E C T R I C C Y C L E S

SAU1612 SCHOOLS 6 TOWNS 1 COMMUNITY

CLIENT SAU 16 DATE August 2011

14 C H R I S A L L E N D E S I G N F O L I O14 C H R I S A L L E N D E S I G N F O L I O

12 SCHOOLS 6 TOWNS 1 COMMUNITY

PROMOTION

SET LISTDarkness on the Edge of Town

Never Be Enough Time

Another Thin Line

Because the Night

Radio Nowhere

I'm Not Sleeping

Two Hearts

A Good Life

Code of Silence

Waitin' on a Sunny Day

Johnny 99

Save My Love

Talking to the King

Adam Raised a Cain

Pumping Iron

Light of Day

Promotional art for Student Entertainment Events’

29th annual Art Attack festival.

EVENT Art Attack 29 DATE May 2012


featuringH O M E C O M I N G C O M E D Y S H O W

SEE, THE STAMP AND PEPSI

ANSARIANSARIOCT.OCT. THTH

COLE FIELD HOUSECOLE FIELD HOUSE

inDOORS SHOW

S T U D E N T S P U B L I C

present

AZIZANSARIPromotional art for Aziz Ansari’s performance at the

University of Maryland.

EVENT Homecoming Comedy Show DATE October 2011


LIVEPRESENTS

GABRIELIGLESIASPromotional art for Gabriel Iglesias’ performance at the


EVENT Spring Comedy Show DATE March 2011


JOSHSUNDQUISTPromotional art for Josh Sundquist’s lecture at the


EVENT Hoff Theater Lecture DATE October 2011


A U T H O R . S P E A K E R . B R O T H E R . S O N . C A N C E R S U R V I V O R . P A R A L Y M P I A N . J O S H S U N D Q U I S T .

MACMILLER

School

STUDENT ENTERTAINMENT

EVENTSPRESENTS

TICK

ETS

ON SAL

E AT

THE

HOFF

BOX

OFFI

CE A

ND

AT U

MDT

ICKE

TS.CO

M

WednesdaySept.

$8

FUNDED IN PART BY YOUR STUDENT ACTIVITIES FEE

GRANDBALLROOM

STAMPSTUDENT

UNION

WITH

UMCP IDDOORS OPEN

21THEIN

VALID

MACMILLERPromotional art for Mac Miller’s performance at the


EVENT Back to School Concert DATE September 2011


MACMILLER

School

PRESENTS

TICK

ETS

ON SAL

E AT

THE

HOFF

BOX

OFFI

CE A

ND

AT U

MDT

ICKE

TS.CO

M

WednesdaySept.

$8

GRANDBALLROOM

STAMPSTUDENT

UNION

WITH

UMCP IDDOORS OPEN

21THEIN

VALID

A new solution for helping to reduce fluid accumulation and facilitatenatural healing in abdominoplasty procedures.

EASYTOUSE.

SAFE.

STRONG.

TISSUGLUPromotional art for the European launch of Cohera Medical’s

TissuGlu Surgical Adhesive.

CLIENT Cohera Medical, Inc. DATE August 2011


TISSUGLU® SURGICAL ADHESIVE.

EVERYTHING ELSE.

THERE’S NO COMPARISON.

PUBLICATION

FROM THE YEAR’S BEST FILMS ... TO THE MOST INNOVATIVE TECHNOLOGIES ... THE BEST OF 2009

IT’S WHATEVERYOU WANTIT TO BE.

WHY THE WORLD MIGHTNOT WAIT FOR SCIENCE

BY NATHAN DULLEAAND NICHOLAS FERRERI

MARIJUANA AND A HAZE OF

MIXEDMESSAGESBY JACK TISDALL

MUSIC FORTHE PEOPLE

GRANITESTATE

BY CHRIS POPE

THE PROCESS OFREACCREDITATION& WHY STUDENT

FEEDBACKIS VALUABLE

JANUARY 2010

THE TALON MAGAZINE

THETALONMAGAZINEPage layout and graphics for Exeter High School’s

nationally recognized magazine, The Talon.

DATE January 2010


HUMOR is everywhere; it’s in the media, in social interaction, in the classroom. But what exactly is its IMPACT, and why are we, as humans, so apt to laugh?

by Nate Dullea

P H OTO G R A P H S BY N I C K F E R R E R I

0 3 3

FUNNY?JUNE 2010

by NATE DULLEA

ALEX LACASSE HELP! I’VE BEEN BRAINWASHED BY CORPORATE AMERICA JACK TISDALL FREE MARKET HEALTH CARE

THE TALON MAGAZINE

WHAT’S SO

vol one | issue five

THE PSYCHOLOGY BEHIND HUMOR AND WHAT IT

MEANS TO THE

CLASSROOM.

AND THE

SENIOR MAPC L A S S O F 2 0 1 0

PAGE 29

CHATTING,SHREDDING,STREAKING& MORE!

Mr. HuebnerPhysics

RELATIONSHIPS AND CODEPENDENCY

DATE June 2010


MR. HUEBNERNEVER LIES. EVEN WHEN HE SLEEPS.

aspect is hard to interpret. But still, the mystery remains as to why we find things funny, and of what really makes up a joke. The most basic explanation points to jokes being your brain either noticing a pattern, notic-ing a lack of a pattern, or noticing something that surprises you. Given an emotional angle, Freud claimed that all jokes can be traced to having a sexual or violent underlining. We “joke” about these things because public conver-sation of these topics is generally frowned upon by society. We , as a society, address these topics in another light to make them seem less serious. The cognitive scientist Marvin Minsky claimed that jokes involve stupidity and people not following a common sense ap-proach. But Freud counters with the claim that those jokes involv-ing stupid people are subtle thoughts of aggression towards others; after all, a “stupidity” joke isn’t found funny if you’re the subject. Bringing personal psychology experience into the picture, Mr. Grossmith counters Freud with Freud by quoting him saying, “‘A cigar is just a cigar.’ I believe that sometimes a joke is simply just a joke.” But regardless of what subjects, raunchy or not, that make us laugh, there is a unanimous agreement that a sense of humor is a positive trait in people, “A person needs a sense of humor,” said Senior Andrew Grillo. “A person without one is boring.”

t’s ironic that at one moment, a joke made on a racy topic can be socially acceptable, and at the next mo-ment, it can be a horribly out-of-taste statement. In spite of that, people are more likely to joke about top-

ics they find sensitive in order to try and acknowledge them and downplay their seriousness. Things like sex, violence, racism, and

religion are often the subjects of jokes, not be-cause they are actually funny, but rather because it is one of the few ways we have of addressing these topics in daily lives and conversations. “Possibly offensive jokes are more accepted if you’re around friends that you’re comfortable with, in a chaotic class or with a group of people who are ‘feeling’ you,” said Andrew Grillo. But senior Kelly Kennedy disagreed: “The topics of race, sexual orientation or religion are off limits.” It seems suggestive topics can be offensive just as often as they aren’t. These topics can become completely unfunny if an individual or a group views the given topic in a serious light. Draw-ing the line with your joking becomes a personal guideline. “I stop telling jokes whenever it could hurt someone’s feelings,” said senior Jeromy Jackson. Or simply put by junior Abby Hughes: “I stop telling jokes when people stop laughing.” The settings of a joke also plays a key role in appropriateness. Many students feel that in the classroom, the most important factor in a joke’s humor is the teachers’ outlook. “It depends on the attitude of the teacher,” said junior Gretchen Klempa. Senior Amanda Essensa agreed, saying, “Inside the classroom, it’s the teacher. Outside of class, there doesn’t seem to be much stopping people from making any sort of jokes.” Teachers, when bringing humor into their classroom, have to establish boundaries. “The key factors that determine the types of jokes

you make in class are the age of the students and the feeling and tone that they have,” said Mr. Grossmith. Some classes want to be serious, some want to joke around. It all comes down to teachers knowing their students.” Physics teacher Mr. Huebner, renowned master of the pun, makes every effort to stay within the boundaries of moral and ethi-cal humor. I never use risqué humor,” he said. “I believe that there is enough of that going on and there is no need to contribute to it.” Mr. Grossmith’s principles follow along the same line. “I try to avoid racial and sexual humor; if the subject matter is overly sexual it can make jokes uncomfortable or inappropriate,” he said.

here is no doubt that humor plays an important role in all of our lives. From classrooms, to hallways, to homes, humor is always there. But it doesn’t always fit so nicely into the school environment. There is a fine

line between humor that improves a classroom and humor that turns a classroom into a chaotic mess. In any case, it is obvious that students value humor as a component of classroom learning. “It can make a class more enjoyable, and if you have someone fun-ny in class, it makes the time go by faster,” said sophomore Ryan Blanchard. According to senior Kelsea Brown, “It makes people more comfortable and relaxed, making it easier to be more social with people outside of an immediate friend group.” When Mr.

I

T

It is simple algebra that makes humor such an integral piece of the world around us. If you are happy whenyou are laughing, then the more often you laugh, the happier you are going to be.So, by the transitive property, humor creates happiness. Humans have long accepted the ability to make people laugh as a positive trait. And even though its important component of everyday life, it is quite subtle. So what makes you laugh, and why? What could make some-thing funny one moment then serious the next? Where does a joke cross the line and evolve into an insult? Humor, by way of Daniel Webster, is defined as “the ability to perceive or express humor or to appreciate a joke”. But its origins lie in the Greek language and the ancient medicinal practices of their civilization. Ancient Greeks believed that the human body was comprised of many different fluids that controlled a person’s health, both mentally and physically. These fluids supposedly held a direct connection to the elements of earth, water, fire and air. The phrases of “being in a good humor” or “having a dry humor” comes

from the thought that your fluids, or “humors”, were aligned in cer-tain ways, which affected your well being. We now know the human body isn’t comprised of “humors,” but even in the modern day, an explanation for humor and laughter re-mains evasive. The study of laughter and what makes us laugh is called “gelotology”, and gelotoligists have discovered that laughter isn’t limited to one part of the brain, but actually uses many dif-ferent parts. While most emotions in the human body reside or originate in specific areas of the brain, laughter bounces all over the place. It first begins in the left cortex of the brain. This area is used to analyze words and jokes. Brain activity in the frontal lobe then flares up, followed by the right cortex giving an intellectual analysis of the joke, which finally triggers a physical response in the form of laughing and/or other actions that show mirth. Even with all the scientific observations under our belt, that analytical

DATE June 2010


MARCH 29, 2010

FREEDOM’SFINE LINE

THE ETERNAL PHILANTHROPIST

COVER STORY

BY RACHEL CHESNO + SIOBAN DHARMODY We, as citizens of the United States of America, are guaranteed specific personal freedoms by the Bill of Rights. But these liberties aren’t as

definite within the walls of a public school. PAGE 29

BY NICK FERRERI + BRENDAN LORTIE He has built over 130 schools in Pakistan and Afghanistan; he has written a New York Times best seller; he has won dozens

of peace awards; He is Greg Mortenson. . PAGE 35

COMMUNITY

SLIPPING AWAYBY BRENDAN LORTIE As American values change and convenience trumps all else, locally

owned businesses find it hard to compete in todays economy. Why stores run by the moms and pops of an earlier generation are being left behind. PAGE 24

INDIVIDUAL

The Eternal Library Struggle PAGE 7 Teachers on Facebook PAGE 8 Lyme Disease Prevention PAGE 8 Required Vs. Choice Reading PAGE 10 A History of Class Gifts PAGE 11 All Day Err’y Day: Anne

Twombly PAGE 13 Ready, Set, Dodgeball! PAGE 15

In Loving Memory of Christopher Daoust PAGE 17 Yay/Nay: Is the Internet a Safe Place? PAGE 18 Drawing Board: The Cure for Senioritis PAGE 19 The Nonsensical Green Movement PAGE 20 A Prod-

uct of the 90’s PAGE 21 Unplugged: Life Without Technology PAGE 22

THE WIRE

COMMENTARY

29

DATE March 2010

he years of print newspapers are com-ing to a close and many companies have already made the transition to publish their news online. Newspaper

circulation in the United States has declined rapidly in the past few decades and even fell by 10% from 2008 to 2009, according to The New York Times. The Economist Magazine said that in 2008, more Americans obtained their news online than from print news-papers, and the companies are suffering because of it. It is easy to see that this new digital age is tearing through the traditional fabric of American society. As journalists switch from printing presses to personal computers, newspaper companies follow suit to attempt to make a profit. Unfortunately, these companies are not often successful and many go out of business because they cannot make enough money from advertising on the internet. The New York Times says that print newspaper ads may cost well over a couple thousand dollars, while online advertisements only average around sixty cents per click, a huge difference when everything comes down to money.

It is a shame that our country’s newspa-pers are becoming obsolete as the internet takes over as the number one source of infor-mation. When newspaper companies go out of business, the number of reputable news sources available to the public decreases as well, and people begin to look towards other online resources for information on current events and world news. Where else could they look? Unfortunately, they often look to some very unreliable sources, such as articles written by blog-gers. A blogger is a person who writes anything they want to on their own personal space, called a blog, on the internet. Blogging is a double-edged sword: while it allows for people to express their opinions openly on a public forum, ignorant Web-goers may accidentally infer what is writ-ten on a blog as actual news, and they are sadly mistaken. Certain bloggers have certain beliefs and values, and their audience is made up of people who share similar tastes. If people are only looking to

PARTICIPATORY JOURNALISM

INDEPENDENTNEWS

AUDIENCE PARTICIPATIONUSER COMMENTS

CONSUMER REPORTS

DRUDGE REPORT

PARTICIPATORYNEWS NOWPUBLIC

OHMYNEWS

DIGITALJOURNAL.COM

COLLABORATIVEMEDIA

SLASHDOT

NEWSVINE

PERSONAL BROADCASTING

YOUTUBE

KENRADIO

MAILING LISTS

THIN MEDIA

EMAIL NEWSLETERS

a small number of bloggers to obtain their news, they are only getting that news the way they want to hear it. Are you liberal? Then read another liberal’s blog, and you’ll soon be blissfully unaware that other people don’t actually like Obama, because everything you’re reading has been slanted to support the author’s point of view. After all, it’s hard to stop reading something that agrees with you all the time.

While real journalists have been persuading their readers to think one way or another ever since the invention of newspa-per, they back themselves up with statistics and facts in order to be credible. Credibility is the difference between journalists and bloggers, and it always will be. Fortunately, even as tradi-tional ink-and-paper journalism becomes lost in the light of com-puter screens and technology

continues to invade every strand of our cul-ture, there will always be writers who take themselves seriously enough to be called true journalists.

As journalists switch from

printing presses to computers,

newspaper companies

follow suit to attempt to

make a profit.

T

The Perils of New Age JournalismTHE DANGERS OF THE BLOGGER AND SHIFTS IN MEDIA CONSUMPTIONby Brendan Lortie

ILLUSTRATION BY CHRIS ALLEN 0 2 1


RE: “SLIPPING AWAY” VOL. 1 ISSUE 4

“IF WE KEEP IGNORING THE SIGNS OF SMALL BUSINESSES FAILING, SOON OUR BELOVED DOWNTOWN EXETER WILL BE SIMPLY A BUNCH OF EMPTY BUILDINGS

WITH FOR LEASE SIGNS IN FRONT OF THEM.” Pete Sheldon, ‘12

Re: Mixed Messages

I am responding to the January issue of our new and exciting Talon Magazine, and in particular, the article entitled “Mixed Mes-sages.” When I was a high school health educator in Brattleboro, Vermont, our students con-ducted extensive research on the effects of marijuana. Although many findings have not been conclusive, there are a couple that are factual and I would like to share them with you. Fact number one: smokers (it does not matter what is smoked) have elevated amounts of carbon monoxide (CO) in their blood and diminished amounts of oxygen (O2). In Brattleboro, we had annual visits from the Vermont Lung Association. Stu-dents in each class (12 in all) were given a number and would blow into a carbon mon-oxide breathalyzer machine. They were each given a separate mouth piece. At the conclusion of the exercise, the results were announced. The Vermont Lung Association technician would tell those numbers who had elevated carbon monoxide levels in their blood. They could identify smokers in each class, every time. In addition to some embarrassed students, there was one girl who had a very high level of CO in her body. She claimed she didn’t smoke so the technician tested her again. Still very high! Come to find out she lived in a mobile home where both parents smoked. She was a victim of second hand smoke. It takes weeks for someone with a high CO level to reduce that level. The sensitive bronchioles in the lungs require weeks of no smoke intake in order to resume a normal02 and CO2 exchange. Fact number two: pot smokers have a lower level of naturally-produced endor-phins. The biomedical research department at Johns Hopkins Medical Center, in 1998,

found a direct link between marijuana use and the body’s dopamine levels . Dopamine, a neurotransmitter produced in the brain’s hypothalamus, is an endorphin chemical and helps regulate pleasure and emotion. This chemical produces what runners call “the run-ner’s high.” Researchers found that THC or delta-9-tetra hy-drocannibinol, the psychoac-tive chemical in pot, binds it-self to the endocannibanoids your brain naturally produces, namely dopamine. When this binding occurs, your brain does not produce dopamine in nor-mal amounts (and in some cas-es ever again). Low endorphin levels results in a higher risk of depression. I share these two facts in or-der for you to make better deci-sions. Our bodies are such an amazing balance of naturally-produced chemicals to make us function well for a long life. Why introduce a foreign chemical your body rejects? Remember, know the facts and then good decisions are bound to follow!COACH HUMMER

Simple Silence

As our educational community continues to examine and refine policies regarding study hall protocol, senior free periods, a senior lounge, access to the cafeteria and to the li-brary resources, it might serve us to consider the following to guide our words and deeds: If a group of students were to walk across the gym floor wearing cleats, Coach Ball or one of the physical education teachers would admonish them. No member of the staff, faculty, community or student body would

question Coach Ball or the physical educa-tion teacher for protecting school property. If the students refused to comply or re-

sponded with insubordinate comments, they would be sum-marily disciplined. No one would make slanderous, under-mining remarks in response. In fact, the students would re-spectfully apologize and never walk on the gym floor in cleats again. Students are not permit-ted to just stand around talk-ing, eating and talking on cell phones in the gym during their study hall or free periods. No one accuses the members of the Athletic Department of infring-ing on students’ civil rights. They are rightfully respected for educating students and maintaining our facilities. All around this beautiful globe, people are grateful for the free

access to information afforded by libraries. They go to libraries because they seek and appreciate the opportunity to study in un-disrupted silence.MISS STILLMAN

More Art, Please

I appreciate you putting student artwork in the magazine. Tim Nash’s photographs are amazing, and giving students a forum where their art can be seen by everyone is incred-ible. As an avid photographer, I always work to have my photographs seen by my peers, but I can only do so much. The magazines go into the homes of students and show our art to a new audience. I want to congratu-late Tim Nash on his excellent work, and the Talon staff for acknowledging student talent.AMELIA ALLWARDEN ‘10

Inbox ContentsREADER RESPONSE

YOUR TWO CENTS // EMAIL US AT [email protected]

MailBreakdown

A breakdown of the most popular topics of response following our

last issue.

MOST POPULAR TOPICS

Student RightsGeneral FeedbackGreen Movement

Small BusinessSenioritis

Other

0 0 6

Even in New Hampshire, students rip it upby AMANDA LOSAPIO

Catch a Wave

ew Hampshire and surfing aren’t ex-actly synonymous. Even still, there’s a substantial number of surfers who fight

the cold New England waters in order to go mondo (that’s surfer-speak for huge). When the sun starts to rise in the morning, they’re paddling out to sea in hopes of catching some gnarly waves. Brooke Fifield is one of them. So, as a New Englander, how did she get into it? “Whenever I went to the beach I would always see a group of surfers,” she said. “It looked pretty cool, so I figured I’d give it a try.” But compared to California, where the waves reach massive heights, Jenness Beach might as well be a kiddie pool. However, if you’re dedicat-ed and you truly want to learn, it’s possible to make do with what the seacoast has to offer. Brooke mostly taught herself, with a little help from summer surf camp. “It took a lot of trial and error, and a lot of time,” said Brooke. “Sometimes I’d push myself up and slip off or I would get dragged under the waves. But that’s part of learning,” For others, it takes an influence outside of New Hampshire beaches to get into the sport. When Meghan Degnan visited Aus-

tralia at a young age, she saw how big surfing was and was inspired to learn on her own. It took her one lesson and countless hours of practice on her own, but she was soon on her way to riding enormous waves. Or at least whatever she could find. “In the summer I’m out there almost every day of the week,” said Meghan. “I love it.” The same goes for Chris Drosty, who picked up the sport when he was in Cali-fornia and met one of his dad’s friends who surfed. “At first I thought surfing would be

a lot like skateboarding, and I fig-ured if I love to skateboard then surfing should be fun too,” said Chris. It was in California that he took his first surfing lesson; it’s been non-stop ever since. “I go out real early in the morning when the beach is silent,” said Chris. “Just being in the ocean is as enjoyable as surfing. There’s

nothing better than just sitting out on the water and relaxing,” said Chris. A lot of people look at surfing and say, I could never do that; but everyone was a be-ginner before they improved. “You fall down a lot when you’re learning,” said Meghan. “But when you finally catch a really good wave and can to ride it the whole way, it

makes it all worth it.” Given that the Seacoast of New England might not be the best place to pick up surf-ing, it certainly is possible (consult the above step-by-step). Whether you want to be like Johnny Tsunami or you just want something to fill your free time, it’s worth the effort. “When I started I just wanted something to do in the summer other than just sitting around at the beach,” said Brooke. “I’m re-ally glad I started, it’s something I never get bored of.”

There’s nothing better

than just sittingout on the water

and relaxing.”Chris Drosty ‘12

LEARN TO

Shred!DISCLAIMER: YOU WON’T BE JOHNNY

TSUNAMI YOUR FIRST TIME ON THE BOARD.

1. Acquire a wet suit.

N

TOP PHOTO COURTESY OF MEGHAN DEGNAN | CARTOONS BY NATE DULLEA | SIDEBAR TEXT BY PAIGE FERRERI

2. Before you hit the big waves, find a kiddie pool

and practice paddling and standing up.

3. Put the leash on your non-leading foot. For ex-

ample, if you’re right-hand-ed, put it on your left foot.

4. Size up the situation. Know the tides, the size of the waves you’ll be shred-

ding, and the weather.

5. Keep your feet up and paddle with your hands to

a spot before where the waves are breaking.

6. Pick your wave and paddle with alternating

hands toward the shore.

7. Once you feel the wave carrying you, lift up your chest and balance both

feet on the board.

8. Try to maintain a low center of gravity (bend your

knees) and ride the wave to shore.

Despite cold water and small waves, surfing is suprisingly popular around the seacoast.

0 1 3

DATE June 2010


4-Year College [71%]2-Year College [12%]Work [6%]Not Included [5%]Other [4%]Military [2%]

CLASS OF 2010Student Count: 432

UNITED STATES

Costa RicaNosara Spanish InstituteSarah Haile

(D1) | NCAA Division 1 Athlete(D2) | NCAA Division 2 Athlete(D3) | NCAA Division 3 Athlete[ ] | Gap Semester Destination

KEY

Academy of Art San FranciscoNatalie Vance

Orange Coast CollegeJames Devine

University of La VerneEmily Griswold

Pacific Union CollegeLillian Hufman

Arizona State UniversitySean Aten

Colorado Mountain CollegeScott Gallant

Western Colorado UniversityMurphy BradleyJustin DobbieBryan Dunn (D2)

Utah State UniversityBecca Staves

University of OregonVictoria Kerkhove

Earlham CollegeChristine Page (D3)

Carleton CollegeKaren McCleary

University of Maryland, College ParkChristopher AllenGenevieve Brock

The Senior Map includes as many seniors as The Talon is able to contact. Any individuals not included in the map were determined uncontactable after numerous attemps at contact were made. The information is only as current and accurate as what students offered. The map does not contain any information reported to The Talon by the guidance department, although the information reported in The Talon may be the same as that provided to Guidance.

New YorkNew YorkUniversity of AlbanyLindsay Hauck

Cazenovia CollegeErika Larson

Clarkson UniversitySam Demers (D3)

The Culinary Institute of AmericaJenna CaleyJake Petterson

Elmira CollegeChristine Hammon

Hamilton CollegeBen AndersonJohn Johnson

Hobart CollegeChris PopeBriget Sakowski

PennsylvaniaBucknell UniversityMatthew Anderson

Carnegie Mellon UniversityHannah Worrall

Dickenson CollegeLindsey GendronCharlotte Woody

Eastern UniversityLogan McKenna

Gettysburg CollegeNick Ferreri

Lafayette CollegeBrian Chin

Lock Haven UniversityJessica Weaver

Muhlenberg CollegeJason Monroe (D3)

Penn State UniversityRyan Bitomske

Philadelphia UniversityKarianne Collinge

University of Pittsburgh Cordelia CaytenDuncan MacArthur

Swarthmore CollegeKate Derosier

Meredith Manor Equestrian CenterAlana Hawkensen

Jacksonville UniversityWill Vogt (D1)

Full Sail UniversityDavid ClaarShane HamptonEvan WossTravis Wysocki

Johnson & Wales, MiamiColleen CourtovichNick Provencher South Florida University

Alyssa Dupere

St. John’s Community CollegeBrandon Peterson

University of MiamiLeah Rothchild

Western Kentucky UniversityChristian Chosta

Armstrong Atlantic State UniversityHayley Patrarca

Hofstra UniversityChelsea BlanchetteKrista Camacho

Hudson Valley Community CollegeColin Peake

Ithaca CollegeSarah Donovan

Marymount Manhattan CollegeKatelyn Manley

Mercy CollegeBeverly DeVito

New York UniversityDouglas Merrill

Pace UniversityChelsea Montgomery

Parsons School of DesignKatie Zimmerman

Rochester Institute of TechnologyKody HoggRobby KeithLarry Merrill

Siena CollegeJoshua Vlasich (D1)

St. Lawrence UniversityTori Bean (D3)Regina Rogers (D3)

Syracuse UniversityEvan GreeneAlison JoyKaity McNeill

Union CollegeGabrielle Morse

Vassar CollegeDerek Mraz

University of RochesterRebecca Kelly

Washington, DCAmerican UniversityJoanna Dixon

George Washington UniversityCelia Duffy

College of DupageCarlee Randall

University of DelawareGenevieve Bloomer [Costa Rica]

Loyola University MarylandMarjorie Allen

Towson UniversityJenna Platte

Seton Hall UniversityBrendan Laverty

Montclair State UniversityJessica Williamson

Elon UniversityBarona DiNapoli

Methodist UniversityKyle Scamman (D3)Stephen Murray

Dayton UniversityBen Sinclair

Kenyon CollegeLily Zwaan

University of Northwestern OhioKyle CarterTaylor Fortier

Coastal Carolina UniversityTyler MasonKati Williams

Clemson UniversityChristopher T Buxton

VirginiaJames Madison UniversityRachel Chesno

Radford UniversityKaitlin Dube

The College of William and MaryStephanie ArmstrongDaniel Lameyer

DATE June 2010


1960

1970

198061 62 63 64 65 66 67 68 69 71 72 73 74 75 76 77 78 79 81 82 83 84

1971-1974

The Lindon Street JournalUnder the direction

of English teacher Mr.

Latvis, E.H.S. news

is replaced by The

Lyndon Street Jour-

nal, a six-page, black

and white, tabloid size

newspaper.

1957-1971

E.H.S NewsThe Talon finds its earliest beginnings in the E.H.S.

News, founded during the second semester of the

1957 school year. The paper is printed on 8.5” x 11”

paper for more than a decade.

AL

L P

HO

TO

S C

OU

RT

ES

Y O

F T

AL

ON

AR

CH

IVE

S

1983-1985

More ChangesFor two years, Mr.

Hanson and Mr. Scott

serve as co-advisers

to the paper as it

continues to be

printed as a twelve-

page tabloid in black

and white

1974-1982

The TalonEnglish teacher Mr. Robinson revolutionizes

the paper into a twenty-page, tabloid size,

spot color newspaper that prints for almost

a decade.

1982-1983

DownsizingAfter Mr. Robinson leaves as adviser

to the newspaper, English teacher

Mr. Whipple takes over. The paper

is downsized to a twelve-page

tabloid in black and white.

1990

200085 86 87 88 89 91 92 93 94 95 96 97 98 99 01 02 03 04 05 06 07 08

1986-2002

Smooth sailingMr. Schneider takes

over the role of

adviser in his first year

teaching at Exeter.

The paper is printed

as a twelve-page

tabloid in black and

white for more than

a decade until it sees

significant progress in

the 2000’s.

2003-2009

Present DayIn 2003, The Talon

became a color,

broadsheet news-

paper alternating

between 12 and 16

pages in certain

years. In 2005, the

paper received the

Columbia Scholastic

Press Association’s

Gold Crown Award.

1991-1992

The ElaboratorFor only a single year,

students in Mr. Schneider’s

journalism class decide to

branch out and publish a

second paper, The Elaborator.

Pictured is issue 1.5.

2002

Color ReturnsIn 2002, the paper

moves back to a

color cover.

1985-1986

Gap yearDuring the 1985-1986 school year, Ms. Wheeler-Smith and

Mr. Scott advise the paper while it remains a black and

white tabloid.

A BRIEF HISTORY o f EXETER HIGH SCHOOL’S THE TALON

DATE November 2009


ANNAUL REPORT 2011

SAU 16ANNUALREPORTPage layout and graphics for School Administrative Unit 16’s

annual report distributed to district residents.

CLIENT SAU 16


recognizes and respects individual differences and wants

to help each child develop to his/her potential. We strive

to develop the whole child through a well rounded pro-

gram, which includes challenging and varied activities built

upon common themes in the curriculum. We strive to pro-

mote a lifelong love of learning by encouraging curiosity,

problem solving, cooperation, and individual responsibility.

Maintaining a strong working partnership with the par-

ents and guardians of our students is essential to achiev-

ing all of our goals at the Main Street School. We are ex-

tremely proud of having been awarded the State of New

Hampshire’s Blue Ribbon Achievement award for more

than 20 years. This award recognizes both the high qual-

ity volunteer program in the school and the strong support

provided by our PTO.

Enrollment Trends (in millions)

1502010200920082007200620052004200320022001

200

3

Budget Trends

Approved Budget

$2,306,340

$2,150,957

Fiscal Year

2011

2012

Budget Change

- $155,743

N E C A P P R O F I C I E N C YR E P O R TGrades 3-8 & 11 in the SAU 16 District

Percentage of students scoring proficient or betterColumns in italics indicate the state average.

2008 2009 2010READING

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 11

86.0

87.0

88.0

86.0

88.0

91.0

70.0

78.0

75.0

76.0

74.0

77.0

71.0

72.0

91.3

82.2

90.1

82.4

92.0

92.0

74.2

80.0

75.0

79.0

76.0

77.0

76.0

73.0

86.0

88.0

89.0

84.0

82.0

92.0

82.0

80.0

77.0

78.0

77.0

72.0

78.0

74.0

2008 2009 2010MATH

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 11

86.0

89.0

86.0

85.0

81.0

79.0

43.0

72.0

73.0

73.0

69.0

66.0

65.0

32.0

91.2

83.5

90.2

83.4

85.0

86.0

46.8

76.0

75.0

75.0

72.0

66.0

66.0

33.0

89.0

85.0

87.0

84.0

82.0

84.0

51.0

76.0

74.0

73.0

71.0

66.0

66.0

36.0

2008 2009 2010WRITING

Grade 5

Grade 8

Grade 11

79.0

78.0

54.0

60.0

51.0

39.0

NA

NA

46.0

NA

NA

50.0

71.0

83.0

61.0

56.0

64.0

45.0

Q U I C K FA C T SWealthiest Towns in NH*

6TH

8TH

9TH

14TH

Newfields

Brentwood

Stratham

East Kingston

*Based on average household income

M A I N S T R E E T S C H O O LExeter

By Principal Steve Adler

Located within walking distance of Exeter’s historic down-

town and a neighbor to the prestigious Phillips Exeter Academy,

Main Street School (MSS) serves families of pre-kindergar-

ten through second grade. Main Street School provides a

high quality of education that the com-

munity values and expects. This year

24 students attended the Exeter Devel-

opmental Preschool located on School

Street and 516 students attended the K-2

school located on Main Street.

Well known for its commitment to en-

sure that all students begin their experi-

ence in a facility where the entire staff

values and respects each learner, Main

Street School is proud of its program for

preschool children. The preschool provides a quality edu-

cation for our youngest learners. Our preschool is an inte-

grated model that serves qualified students and also has

openings for non-identified Exeter students who may apply

for enrollment at a modest tuition cost.

Main Street School’s mission is to provide a positive and

safe learning environment that fosters a lifelong love of

learning for all with respect for individual strengths and

needs. The school community strives to create and main-

tain an atmosphere that will lead to in-

tellectual, physical, social, and emotional

growth. It is the responsibility of our en-

tire community to foster this environment.

The professional staff is currently up-

dating the math curriculum in grades

K and 1 to align with the Common Core

State Standards that were adopted by the

State of New Hampshire. They are also

strengthening programming to support

the development of students by adopting

the Open Circle program from Wellesley College.

The entire school community is committed to meeting

the needs of all children. Each member of our community

2 • SAU 16 ANNUAL REPORT

DURING 2010-2011, THE SCHOOL’S

THEME FOCUSEDON COMMUNITY

SERVICE—A YEAROF CARING.

DATE August 2011


2012 DES IGN FOLIO

Documents

Chris Allen 2012 Design Portfolio