FINAL: Trey Presents His Cartoon

Trey designed this year's work in order to transform the pursuit that he began last year.  After exploring the psychology of sound during the 2013-2014 year, he turned his gaze to sound design and ProTools (@AvidProTools) during 2014-2015.  This focus saw him spend little time in the IP building.  Partnering with one of Kildonan's music instructors Michael Klvana, Trey carved out a workspace for himself in the music building.  He received prompts from Klvana as part of a sound design class, but due to flexibility in his schedule, Trey devoted entire portions of his day to the projects.

What was he working on?

(1) A remix of David Bowie's "Changes." 

As published in a previous blog post, Trey expressed interest in revamping this classic Bowie song.  Inspired by Macklemore (@macklemore), he set off to create his own rendition of "Changes" by injecting rap breaks infused with hip hop.  He proved voracious in his approach, for he scoured the campus for local talent.  He brought in student trombonists, consulted faculty musicians for guitar, and even called upon a student rapper for the main line.  Trey ran into scheduling difficulties with his on-campus musicians, however, and at that point the process halted indefinitely.  He attempted to reach out to professionals in NYC, but these efforts did not yield results.  For now, then, the project is at a standstill; perhaps he will be able to revisit it while at Full Sail.

(2) A jazz line overlaid with dubstep.

As he said before to the IP faculty, Trey has a penchant for jazz and big band.  What if, he posed, he designed a music mash-up combining these styles with electronic/​dubstep? He made in-roads into this pursuit, but this too remains a work that he can revisit only post-Kildonan.

(3) An updated black and white cartoon.

This project constituted the bulk of Trey's work.  One day Mr. Klvana approached the sound design class and posed that they select a clip and replace some of the sounds with their own.  After hunting on the Internet for some time, Trey discovered Disney (@Disney)'s "Mickey Mouse:  Mickey's Mechanical Man."  Released on June 17, 1933, this black and white cartoon saw Mickey Mouse (per his original animation) create a robot and enter him into a boxing match with a gorilla, "Kongo Killer."  This clip possessed interesting sounds, so Trey selected this piece as the one that he would revamp.  To see the original clip, click here.

Once he had made his decision, Trey set off on a sustained process of sound engineering.  He was kind enough, too, to invite the IP faculty to his workspace so that we could begin to comprehend his process.  Separated in a small room, Trey manipulated ProTools on a desktop computer with his laptop, a microphone, and various instruments positioned nearby.  Viewing multiple lines of sound at once, Trey would highlight particular sections of the original clip and then begin to fashion his own in a parallel sequence.  He consulted banks of sound via public domain for more obscure noises, but he also did not hesitate to create his own when these searches proved fruitless.  Indeed, Trey was a veteran in this process after creating an original composition entitled "Sound Art" last year; therefore, he set about crafting his own sounds with gusto.

After months of work - on the very last day of school, no less - Trey approached the IP community ready to present his piece.  He gathered the students and his family in "The Makers' Space" and launched into a guided viewing.

Experience the presentation for yourselves by clicking here. 

(NOTE:  Please increase your volume.)

Ultimately, the Edge /​ IP faculty believe that Trey succeeded in modernizing the clip.  By inserting a heavy metal line underneath and by stressing effects that resembled actual punches, he evoked an atmosphere more honest to an actual boxing match.  In this way, as Ms. Charlap wisely pointed out during the follow-up Q&​A, Trey encouraged the cartoon to avoid shying away from the violence that it conveys visually.  He stripped away the comic score underneath and did away with Disney's reluctance to entertain violence; instead, he highlighted the latter as the central focus of his piece.

Trey produced an insightful, entertaining cartoon that allowed him to share his evolving understanding of ProTools and sound design.  In this way, he fused his two years within IP into a larger tract along which he will continue to travel once he reaches Full Sail University (@FullSail) in September.  We are proud of the progress and maturation that Trey has facilitated for himself over the past two years, and we encourage you to celebrate his work with us by posting in the comments section below.

Descriptions of images:  An album cover of David Bowie's "Changes," top-left (located at www.rockpeaks.com).  Upper-mid sees a shot from "Mickey's Mechanical Man" (located at drgrobsanimationreview.com).  Pictured at lower-mid is a screenshot of ProTools (located at www.lennonbus.org).  Kildonan and its IP program claim no ownership over the images preceding or Disney's cartoon.  Bottom left shows Trey beginning his presentation; photo taken by the IP faculty.

FINAL: Jonathan - Geometric Designs, Exhibit, and Portfolio

Jonathan did not relent in the final months of school.  By systematizing those conditions that allowed him to develop his artistic eye and organizational system, he assured himself a strong end to an already productive year.  

After attending One Spark and co-writing a blog post with the IP faculty, he began to conclude two of his pursuits:  his geometric drawings and his photography.  Regarding the former, he produced such designs by secluding himself within "The Makers' Space" for hours on end.  As his art teacher and IP advisor Ms. Charlap remarks:

It was fascinating to watch him engage in his process of activating a picture plane with thoughtfully chosen geometric forms created along a horizontal grid.  His approach was organized and systematic, yet he managed to produce images that felt intuitive and organic. Each drawing became the catalyst for the one that followed. He sought out and was open to critiques of his work, taking in outside opinions while ultimately trusting his judgment.

Jonathan produced this series deliberately and precisely, and we hope that he will continue to expore his geometric sensibilities - as well as his need for precision - as he enters college.

On his own initiative, Jonathan also spent significant portions of time cataloguing and organizing his photographs.  He demonstrated his interest in that process throughout the year, tirelessly combing through - and editing, where appropriate - shots that he had taken the previous day or week.  Now, however, he found additional reasons to conduct such work.  First, he organized photographs for a one-man exhibit in "The Makers' Space" during Founders' Day.  Although he was unable to attend the event, students, family, friends, and faculty responded to his work positively.  In addition, he selected and sequenced photos to create an online portfolio via Blogger.com (@Blogger).  This portal will allow future peers, employers, and any interested individuals to appreciate some of his most representative work without the restrictions of location or time.  To check out these pieces for yourself, please click here.  Be sure to check back, as Jonathan will doubtless expand the page in the months ahead!

The Edge /​ IP faculty are proud of Jonathan for his gains in organization and maturity, and we are inspired by the effort he exerted - and continues to exert - in preparation for his freshman year at Columbia College Chicago (@ColumbiaChi).  We invite you to celebrate his work with us by posting in the comments section below.

Description of image:  Top left, a photo of one of Jonathan's geometric drawings.  Middle right, a screenshot of Jonathan's online portfolio (jonathanevansphotography.blogspot.com).  Kildonan and its Edge /​ IP program claim no ownership over the graphics above.

FINAL: Tim Diversifies His Pursuits

Tim could have chosen to conclude his IP work in April.  Why? After facilitating writing assignments for himself, he discovered a love for the craft and realized that his writing could effect advocacy and change.  He then went about assembling his fellow IPians and developing a comprehensive Keynote for a presentation to Kildonan's Board of Trustees.  This address allowed him to celebrate IP, educate the Kildonan community on the approach, and begin to push for an independent fund for the program.  More importantly, the ensuing conversation offered him a natural scenario in which to practice his public speaking, a skill that he attributes to IP and its varied forums.  To repeat, Tim might have chosen to conclude his year's work with this event.  In so doing, he would have left the year with a strong arc/​portfolio.

But he chose not to do this.  Therefore, he - and his pursuits - proved even stronger at year's end.

Per our article announcing "Edge," Tim chose to spend the remainder of his year expanding upon his learning "process."  This final push saw him begin many smaller projects that will undoubtedly inform his Edge work next year as well as his upcoming college application process.  During the final month and a half or so, Tim explored:

(1) Blogging.  Not long before designing his presentation to the Board of Trustees, Tim worked with his tutor to create a blog "Exploring Current Events" via Blogger.com (@Blogger).  This profile serves a dual purpose.  It allows him, on one hand, to continue to develop his writing skills and to practice strategies such as audience awareness, digital literacy, research, and proofreading.  On the other hand, this blog also encourages him to extend his IP work to the Internet and share his thoughts with a larger community.  Tim has reflected upon topics ranging from the limitations of dyslexia empowerment, Steve Jobs and his approach to business, Greece's request for $300 billion of Germany, and Elon Musk (@elonmusk)'s challenge to utility companies with his "Powerwall."  Please be sure to check out Tim's blog, as he is likely to continue this profile when school resumes in September.

(2) Hard Drive Deconstruction.  During the final month of school, Tim began to dissect a hard drive in order to understand its mechanics.  He felt particularly interested in how an actuator reads the disk in addition to how a hard drive's retrieval system compares to that of a floppy disk.  Tim and the IP faculty enjoyed various conversations on the defragging process and viruses.  Ultimately, Tim proved relentless in analyzing the machine.  He even used his accidents as learning experiences, such as when - after cracking one of the magnets in the hard drive - he began to study neodymium.

(3) Networking.  Early in May, IP received a visitor in the person of Evan Donovan, a Kildonan alumnus ('13) who created a personal IP-esque structure before the program even existed.  While visiting, he and the IP faculty happened to begin speaking about 3D printers.  His college possesses two of the devices, he explained, and he uses them in order to print out the body and parts for drones.  He went on to to say more, and before he made much headway, we called in Tim to participate.  The two students lost track of the IP faculty and held a heady conversation concerning rotor databases and drone designs.  Ultimately, Evan recommended that Tim purchase a $75-$120 practice drone of the hobby variety; such a device, he assured the latter, could help him learn the basics of flight without the cost of a top-notch machine.  He also offered that he and Tim get together over the summer in order to troubleshoot the latter's drone work.  Tim readily agreed.  This evolving partnership bodes well for Tim's work next year (drone specific or otherwise).

(4) Quantum Physics and Fusion.  Tim gave the IP faculty a pleasant surprise when he approached them one day with the request to explore quantum physics.  He assured us that this branch of his studies would constitute only one week's worth of study, but fortunately, he has immersed himself in this discipline to a depth much greater than he originally expected.  During Founders' Day, for instance, he replicated the "Double-Slit Experiment" (not unlike Khaled) and went on to speak towards theories he was researching.  He felt particularly inspired by quantum computing and quantum entanglement theory for their ability to revolutionize computer effectiveness.  This interest aligned nicely with the in-roads that he forged into Lockheed Martin Skunk Works (@LockheedMartin), a company that is attempting to build a prototype that harnesses the power of fusion for commercial and defense ventures (see the video below).

Thank you, Tim, for continuing to diversify your work as a true polymath! We are proud of your progress and maturation this year, and we encourage our readers to celebrate with us by posting in the comments section below.

Descriptions of images:  A screenshot of Tim's blog, top-right (located at exploringcurrentevents.blogspot.com).  Middle left finds an graphic of a hard drive (located at www.datarecoverydublin.ie).  A hobbyist's drone, pictured at middle right (located at www.hcn.org).  Bottom left sees a graphic rendering of quantum computing (located at www.slate.com).  Kildonan and its Edge / IP program claim no ownership over the media above.

FINAL: Piterson Completes a Half-Skeleton

Piterson began to feel the effects of senioritis as winter gave way to spring.  He was visiting his skeleton less frequently, so he saw his sculpting progress begin to slow.  He was cognizant of this change, too, for he spoke of it during one of his many check-ins with the IP faculty.  "OK," the team responded.  "What do you feel like you still need to accomplish while here? How do you want to leave?"

This moment of guided self-reflection proved the necessary component to spur Piterson.  Immediately following this conversation, he renegotiated his IP work schedule in order to grant himself time to visit his skeleton every day.  Soon we saw very little of him at all, for he began to spend several hours of the morning as well as the entire afternoon in "The Makers' Space."

Piterson made tremendous strides with his newfound discipline.  At one point during the spring, he approached the IP team because he was having difficulties with the smoothness of a portion of the pelvis (although he did not know the name of the bone, he was referring to the lilac fossa).  We suggested posterboard material, but Piterson configured an inventive (and more aesthetic) workaround using a variety of materials.  He bent supple twigs gradually in order to form a curved frame; using this piece as an outline, he then mapped and cut plywood to form the lilac fossa.  He glued this to the outline and repeated the process for the second half of the pelvis.

Throughout his process, Piterson launched intensive research with a heightened sense of precision. He evinced exemplary visual acuity and engineering by translating a 2D image into a 3D piece.  Perhaps he best applied these skills while wrestling with the textures of the spine.  Using various computer programs to project and rotate images on a large flatscreen TV, he noticed that the posterior view revealed two different shapes.  Although he did not know the names "cervical vertebrae" and "thoracic vertebrae," he concluded that the top bones (the former) were flatter and more rectangular while the bottom bones (the latter) were shaped almost like "W's" or teeth.  The top bones, too, appeared darker for their close approximity to one another.  Piterson therefore went about creating these two bones, using a dull cardboard for the top bones and a lighter plywood for the bottom.  He produced and connected his spine to the pelvis, creating a piece that startled the IP team for its beauty.


Piterson strove to complete the skeleton before he left.  The year ran out before he could target the skull, however, so he was only able to complete half of the skeleton.  True, he did not finish the project that he set for himself.  However, that fact does not, of course, invalidate the project that he did create or the process in which he engaged.  As the IP faculty and students cleaned up "The Makers' Space" at year-end, we happened to put together the parts of Piterson's skeleton in order to approximate its shape.  The finished piece was even more awe-inspiring than we had anticipated.  In that moment, as this humanoid figure taller than 6 feet was erected before us, faculty and students alike grasped Piterson's true progress.  These products transcended the definition of the "models" as which they were originally conceived; they now constituted true works of art. No less importantly, although Piterson did not know the names of every bone he handled, he nevertheless came to understand them - their shape, their relationship to the bones around them - for having fashioned them himself.

Piterson created a multi-faceted sculpture, but he also laid the groundwork for an anatomical knowledge that he will inevitably call upon as he pursues personal training in the future.  We are proud of his progress and maturation this year, and we invite you to celebrate his work with us by posting in the comments section below.

Description of images:  All photos taken by the IP faculty.

FINAL: Paige Explores Gamification

Paige demonstrated stellar tutoring instincts as she finished her phonics notebook.  She distilled her research into Orton-Gillingham by compiling  appropriate reading lists, and she looked to her own experience as a student to devise learning activities that visually exceeded the traditional emphasis on multi-sensory processing.  No less importantly, she did not lose sight of her intended  audience:  an elementary school student.  Early on she realized that she had to incorporate fun into her lessons:  "I started to think of the best way to make a student understand what I wanted to teach them. I wanted to make it fun because trying to teach a student - just sitting there, going over the rule - wouldn’t have been fun." She set off to bend her lessons towards a mock student's interests in order to build rapport and help solidify the lesson's content.

In order to reach these targets, Paige began to explore gamification.  According to The Engagement Alliance, this term refers to "the process of using game mechanics and game thinking in non-gaming contexts to engage users and to solve problems. Gamification leverages game design, loyalty program design and behavioral economics to create the optimal context for behavior change and successful outcomes."  If we break this definition down, gamification allows individuals to transform non-gaming scenarios using elements of games (e.g., points, tokens, virtual/​simulated reality, etc.).

As journalist and NYU (@nyuniversity) professor Adam Penenberg (@Penenberg) relates in a Forbes article, CEOs and companies have given this approach much attention in recent years so that they might improve employee competence and morale.  Indeed, as Penenberg relates, "Google (@google) engineers have been able to spend an in-house currency called 'Goobles' on server time—often a scarce resource at Google—or use it to bet on certain outcomes."  Microsoft (@Microsoft), too, "released a game, 'Ribbon Hero,' to teach users how to make better use of its Microsoft Office software."  In education, however, gamification is perhaps merely a new name for an old practice.  Teachers have long designed games in order to help students remember their timetables and alphabet, after all.  That said, their tools - and the applications for games - have changed with the advent of iPad classroom initiatves, MinecraftEdu (@MinecraftEdu), and video games more generally.

Paige began to design her Orton-Gillingham/phonics-based games with a healthy dose of design thinking.  She meditated upon their purpose and asked herself, "What should they accomplish?"  After concluding that the games would best serve her students in proving their understanding of a given language concept, she sequenced these recreations to the end of her chapters.  For the rest of the process, we invite you to consult Paige herself:

My first game [focused on] the rule of short and long vowels. At first I had no idea on what I was going to do. Then I thought I could make "Chutes and Ladders." After putting all the words [in], Mr. Bisson and I decided to play, but he wasn’t being himself. He was acting like a elementary tutoring student. He was all over the place. He was really excited and he wanted to get up and act some of the words out. This really showed me what my students might be like in class.

The next game I made focused on soft-c. This one was a little harder to try to come up with. I first thought I was going to do a tic-tac-toe game, but I couldn’t [figure out] how to make it work. Then I came up with just putting the words up and down, moving around the board that way, rolling 1-6, and having to do something based on the number you got (such as if you rolled a 4, you had to name different types [of the word]). I played with Mr. Bisson again, and this time was a lot different. He was a student that just didn’t want to do anything. He was against playing the game or even reading the words. So, I had to be very patient and not force him to play the game. I also just needed to give him time. He started to warm up a little, but he was still hard to work with. This showed me that I don’t need to always stay on the lesson plan I have. I can get off it because some days they might just be having a bad day and just can’t work.

Paige not only designed games but also tested them and grasped the value of remaining flexible as a teacher.  Having facilitated these learning experiences for herself - and as a high school student no less - she has laid the groundwork for an insightful career in education.  We are proud of Paige's progress and maturation this year, and we invite you to celebrate her work with us by posting in the comments section below.

Description of 1st image:  A graphic rendering of gamification.  Picture found at gravity4.com.  Kildonan and its Edge / IP program claim no ownership over the photo above.

Description of 2nd and 3rd images:  Screenshots of Paige's games, taken by Paige and shared with the Edge / IP staff.

FINAL: Brad - The Antithesis of Senioritis

Leading up to graduation, many members of the Class of 2015 complained of senioritis.  Not Brad.  After rebounding from a period of procrastination in the late winter, he developed an inspiring work ethic.  He pushed towards year's end at full throttle, and at graduation he showed no sign of letting up.

Just what was Brad up to? On one hand, he continued the intensive process of crafting his fishing lures.  As his Edge and art teacher Sandy Charlap writes:

He researched the techniques and materials needed for making bucktail jigs for striper casting. He procured Heat and Drip Powder Paint and was pleased with the high gloss, one coat finish he was able to achieve on his jig heads. He was also working to perfect his technique for adding bucktail flairs to his jigs.

He used his hands and smaller tools in order to craft these pieces, but he also began to dramatically alter his process once he purchased a lathe.  He did not at first know how to use the machine, but he demonstrated initiative by setting up the device and teaching himself how to handle it.  He grew increasingly proficient on the machine, so much so that he began to drill longer vertical holes in order to craft larger lures.  Finally, he learned various techniques of lure construction from a specialist.  Every Friday for the last few weeks of the academic year, he left school early and traveled to a tackleshop on Long Island to apprentice with its owner.  By seeking out various working conditions, technologies, and mentors, Brad constructed an independent experience for himself that has allowed him to become a formidable specialist on the subject of lures.

On the other hand, Brad also fulfilled his vision for the end of the year by planning and executing a five-day fishing trip with a friend.  For more information on this subject, we refer you to Brad himself:

---

"A few weekends ago I went fishing with my friend August as part of my IP project. We went fishing based on the moon and tide. Because I wrote a research paper on it, I used my paper as a guide on what days and times to fish.

"The only thing that I had to find out when I got home was where the fish were. One stop at the Rocky Point Fishing Stop put me on the right track. I went in with August and talked to Stan. He told me that there were monster blues at Smith’s Point under the Birge on the bay side. Later that night we geared up and headed out. We got to the beach at dark, and I felt ready to fish right away. I got one on the beach, but I lost 8 others by getting tangled up.

"The next day we went on a party boat out of Port Jeff for the opening day of the fluke season. It was terrible, plain and simple. I caught two small fish and one sea robin. In my opinion, it’s not looking good for the fluke season on the north shore for this year. Later that night we went to the beach and tried throwing plugs for a little while on the incoming tide. I was dead, though, so we gave it up after about an hour or two (the bugs were getting pretty bad, anyway).

"The next day we went back to Smith’s Point. I got there at about 11 or 12, and I fished until 5:30. The weather could not have been better, for there was not too much wind and a lot of cloud coverage. The only bad thing is that we missed the bite. For the rest of the day, it was pretty dead. I caught two other fish, but that was it.

"On Wednesday morning we got out at 5 and were out of the house by 6:15 in order to try and get in on the morning bite. We fished for an hour and a half. It was dead. There was nothing. That is when we saw people move to the other end of the beach. We went to check it out, and the fish were everywhere. On my first cast into the school, I caught a 12-pound blue fish. Shortly after I got him, August hooked his first blue fish from the surf.

"It was one of the best days of fishing I have ever had. I caught about 10 or 15 fish from 5 to 12 pounds. August had about 7 fish from 3 to 12 pounds each. In the end, we had to leave early because I had to catch a train back to school. Otherwise, we would have caught more fish. We left them biting."

---

We are proud of Brad's progress and maturation this year! If you have thoughts to share on his work and/​or his description of the trip, please post in the comments section below.

Descriptions of images:  Brad holding his catch, top right.  Brad instructing his peers on how to fashion lures, middle left.  A view from the Great South Bay, bottom right.  Middle photo taken by the Edge /​ IP faculty.  Top and bottom photos taken by Brad during his fishing trip.

FINAL: "Magic Max" Shines at Founders' Day

Max D. is no stranger to performances.  An avid member of the Society of Young Magicians (SYM), a youth offshoot of the Society of American Magicians (SAM) (@sammumnews), he has performed at camps, birthday parties, and other events for a variety of audiences.  Therefore, he seemed undaunted when he announced his intention to offer a performance on Founders' Day for fellow students, faculty, and parents.  But...this routine would be something special, he said.  It would not only satisfy Business Math requirements but also perform a specific function for IP:

I was thinking of a performance on Founders' Day  Some people attending may not understand it [IP] from just hearing about it.  If I show them, parents, students, and faculty can get what IP is all about. When I do my performance, they will understand and be illuminated that, when we research our project, we learn more about it than before we researched.

Max quickly went to work once he secured the necessary permissions.  He began to search through his inventory of tricks in earnest, designing last minute materials and giving the IP faculty more frequent mock performances.  Eventually he settled on three tricks; once he had this routine he selected a minimalistic costume and practiced his transitions.  The most tantalizing factor for the IP team was that Max did this work on his own.  He did not consult his advisors for assistance; he knew what he needed to get done, and he approached this work conscientiously and deliberately.

All of his efforts paid off too.  During his Founders' Day performance, Max introduced himself by jabbing playfully at Mr. Pendergast before moving onto his most powerful illusion ("Professor's Nightmare /​ Fiber Optic") and a well-known card trick ("Three Card Monty").  Ever the close study of humor, he put jokes to good use and evoked more than a frequent chuckle from his guests.  More than one audience member muttered confusedly as he traded rope ends during "Professor's Nightmare /​ Fiber Optic," and we all laughed along at our own ignorance as he tantalized us with his cards during "Three Card Monty."

Overall, Max's performance was a big success.  Over the course of the year, he has made huge gains in the deft handling of his tricks.  No less importantly, he has become more comfortable engaging others.  He has shifted his focus to "close-ups" (which call upon audience participation), and he has developed a performance personality that is quite magnetic.  He should feel proud of his good work, and the IP faculty invites you to celebrate with us by posting in the comments section below.

Description of images:  "Magic Max" with Mr. Pendergast, top right.  Max performing "Three Card Monty," middle left.  Max beginning his routine, bottom right.  All photos taken by IP faculty.

FINAL: Marcus Engages Unity's "Roll-a-Ball" Project

After encountering significant technical difficulty with his laptop and the Oculus Rift, Marcus decided to postpone his biometric research and pursue another project.  Frustrated with virtual reality (VR) for the moment, he began to delve - once again - into game design.

This time, he found a new support in the form of Unity (@unity3d).  According to the company website, Unity is "a flexible and powerful development platform for creating multi-platform 3D and 2D games and interactive experiences."  In order to begin to learn the software, Marcus chose to pursue one of the linear "Projects" offered by the site:  Roll-a-Ball.

Per its original imagining, Roll-a-Ball allows a user to control a ball while collecting cube tokens on a flat plane.  Although a simple game, it invites its creator to learn and manipulate fundamentals of game design such as game objects, coding, etc.  The Project essentially teaches itself, for it guides the author through the design process using a sequence of videos.  Even so, the act of construction is not a simple one.  The creator must scan several screens at once, and he must navigate a multitude of textual menus to create the final product.

After having worked with GameSalad, Marcus progressed quickly through the videos until he had created a mark-up of the Project.  He could have ended his work there, congratulating himself for following the program's directions to the letter.  But, admirably, he did not do this.  Instead, he proceeded to take the game well beyond its original dimensions.  He began to experiment with stages and scenes outside of the game's flat landscape, inserting new platforms and thereby activating vertical planes.  He placed ramps too, and he experimented with appropriate shadow distribution by randomizing the arrangement of his cube tokens.

Fortunately, these updates are just the beginning.  Marcus is currently programming a vertical elevator, speed boosts, and character deaths.  He has also begun to research Autodesk (@autodesk), which is a company that provides "3D design, engineering, and entertainment software" (quoted content located on the About section of the company website).  Autodesk's programs will allow Marcus to engage in advanced 3D modeling and layering for his Project.  By the time he has finished his Unity game, it may prove virtually unrecognizable to its original imagining.

We wish Marcus well as he continues this work over the summer.  We invite you to salute his efforts by posting in the comments section below.

Description of 1st image:  The final product of "Roll-a-Ball," as envisioned by Unity.  Photo located at https://code.msdn.microsoft.com.  Kildonan and its IP program claim no ownership over the image above.

Description of 2nd image:  A draft of Marcus's rendering of "Roll-a-Ball."  Photo taken by IP faculty.

FINAL: Misha Tours 56 Leonard St.

It all started with an image.  One day, knowing Misha's interest in land development and real estate, Micki brought him a brochure.  It depicted 56 Leonard Street, a 60 story skyscraper under construction in Tribeca, NY.  As Misha intuited, 56 Leonard is not just any building.  Designed by Pritzker Prize (@PritzkerPrize)-winning Swiss architecture firm Herzog & de Meruon (@HerzogdeMeuron), the structure boasts 145 "spatially innovative" homes ranging from 3,000 to 17,000 square feet stacked one upon the other in jutting, irregular arrangements (as described by the firm, the building consists of "houses stacked in the sky.").  When finished, 56 Leonard will also house a specially-commissioned work by Indian sculptor Anish Kapoor (for more info on Kapoor's work, please click here to view his Artsy page).  Soaking in all of these details, Misha felt spellbound.  He was captivated by that one image.

Since this initial hypnosis, Misha infused 56 Leonard into his work, even crafting a paper model of the building in his art class.  A break arrived, too, in the winter.  Returning from Killington, Misha was traveling with a Kildonan parent who happens to be wedded to one of the building's developers.  Misha detailed his interest in the building, and not soon after, an agreement was met:  he would tour the building with the developer.

If Misha felt inspired looking at the pictures of 56 Leonard, he felt even more so while touring the space.  The materials are hand-picked; only the finest elements (such as Turkish marble) compose the living spaces.  The view from the 40th floor too, he stated, was amazing; notably, it sells for $17 million.  The clientele do not find this price a stumbling block either, for at least 92% of the living spaces have already been purchased.

Misha's experience does not quite end there either.  After submitting a resume to the developer in search of an internship, Misha has secured an internship with Alexico Group (@AlexicoGroup)'s The Mark Hotel (@TheMarkHotelNY), is speaking to a NYC real estate agent, and will perhaps explore the Silo Ridge development in Amenia, NY.

These opportunities evince, first, the power of IP:  the real, meaningful work that can come from independent time, compassionate contacts, and passion-based learning.  More specifically, of course, they speak to Misha's talents and to his budding professional skills.  We are proud of him, and we invite you to celebrate with us by posting in the comments section below on Misha, 56 Leonard, Anish Kapoor, The Mark Hotel, etc.

Description of 1st image:  Concept art of 56 Leonard Street, top right.  Photo located at therealdeal.com.  Kildonan and its IP program claim no ownership over the picture above.

Description of 2nd, 3rd, and 4th images:  Misha pictured in 56 Leonard, left.  A shot of the building from the street, at right.  The view from the 40th floor of 56 Leonard, bottom right.  All photos taken by Misha.