JavaScript is disabled! Please enable JavaScript in your web browser!

Freestyle Academy of Communication Arts & Technology

1299 Bryant Ave, Mt. View, CA 94040 T 650-940-4650 x0090
2 Required Classes: English and Digital Media 3rd/Elective Class:  + Animation or Design or Film

English

Instructor: Jason Greco

Email: Jason.Greco@freestyleacademy.rocks or Jason.Greco@mvla.net Voicemail: 650-940-4650 x0092

 

Junior Projects

Class

Conceptual
1st Quarter

Visual Narrative
2nd Quarter

Documentary
3rd Quarter

Explorations
4th Quarter

English
(1st required class)

Poetry

Short Story, Extension Project, and Presentation of Writing

Magazine Article or Book

Extension Project and Presentation of Explorations Research and Skills

Digital Media
(2nd required class)

Photography, Premiere Pro, Photoshop, After Effects 1, Websites

Pro Tools, Audition, SFXs,
Illustrator

Reason, InDesign, After Effects 2, Photoshop, Illustrator

After Effects 3, MIDI Music Composition

Design
(3rd elective class)

Conceptual Art &
Surreal Art

Character Development Illustrations

Documentary Hardbound Book

Explore a Topic of Your Choice

Animation
(3rd elective class)

Exquisite Corpse Animated Poem

Short Story:
Visual Narratives no dialogue

Animated Documentary

Explore a Topic of Your Choice

Film
(3rd elective class)

Experimental Film

Storyboards,
Narrative Short Film

Documentary Film

Explore a Topic of Your Choice

Senior Projects

Class

Reflections
1st Quarter

Narrative Perspectives
2nd Quarter

Zenith
3rd Quarter

Showcase
4th Quarter

English
(1st required class)

Personal Essay

Lyrical Essay, Extension Project, and Presentation of Writing

Podcasting and Humor

Extension Project and Senior Showcase

Digital Media
(2nd required class)

Mandalas with Illustrator, After Effects, Pro Tools, Audition, Music Mixing

HTML/CSS/JavaScript, Foley, After Effects 4, Photoshop

Multi-layered art with Illustrator, Advanced Audio/Music Production, After Effects 3D

Senior Porfolio & Showcase

Design
(3rd elective class)

Diptych, BW HDR Photography
Typography

Marketing/Branding Packet

Zenith Design

Showcase

Animation
(3rd elective class)

3D Geometry
Augmented Reality

3D Animation:
Action-Reaction Scene

Zenith Animation

Showcase

Film
(3rd elective class)

Video Essay

Narrative 2 Film

Narrative 2 Film and Zenith Film

Showcase

 

Expected School-wide Learning Results:

21st CENTURY SKILLS

To prepare students to live, learn, and work successfully in today's knowledge-based digital society, our emphasis at Freestyle will be on developing:

  • Visual Literacy - the ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.
  • Technological Literacy - knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals.
  • Creativity - the act of bringing something into existence that is genuinely new, original, and of value either personally (of significance only to the individual or organization) or culturally (adds significantly to a domain of culture as recognized by experts).
  • Self Direction - the ability to set goals related to learning, plan for the achievement of those goals, independently manage time and effort, and independently assess the quality of learning and any products that result from the learning experience.
  • High Productivity - the ability to produce intellectual, informational, or material products that serve authentic purposes and occur as a result of students using real-world tools to solve or communicate about real-world problems. These products include persuasive communications in any media (print, video, the Web, verbal presentation), synthesis of resources into more useable forms (databases, graphics, simulations), or refinement of questions that build upon what is known to advance one's own and others' understanding.
  • Teaming and Collaboration - cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content.
  • Social and Civic Responsibility - the ability to manage technology and govern its use in a way that promotes public good and protects society, the environment, and democratic ideals.
  • Risk Taking - the willingness to make mistakes, advocate unconventional or unpopular positions, or tackle extremely challenging problems without obvious solutions, such that one's personal growth, integrity, or accomplishments are enhanced.

What Is Expected From The Student

Assessment and Grading:

Quarter grades will be determined on the basis of performance on projects and classwork.

*Please note: Only semester grades appear on transcripts.

For a breakdown of grading and late policies, see the English Syllabus:

Grade Book Update Policy:

Grades may be viewed 24/7 through individual online accounts Aeries/SIS.

Daily Assignments:

Daily assignments are determined by tasks needed to achieve project goals. Students are responsible to check assigned tasks and project goals on Canvas and work toward achieving those tasks and goals.

Attendance:

Attendance will be taken each day, each class period. Attendance will be documented if the student was present or not in a synchronous class. For asynchronous attendance, teachers can use assessment submissions, ask a content-related question on Canvas to see which students are checking in online, or another method that proves that a student has completed some work or “logged into” the class. Note: Students may receive a failing grade "F" in a class where they accumulate 15 or more unexcused absences.

Make Up Work

Absent students are allotted the same number of absent class days to complete assignments. If a student is absent for extended periods of time, it is the student's responsibility to consult with instructor for make-up work.

Distance Learning Zoom Norms

  • Use appropriate language, dress, and behavior, as you would in your traditional classroom. Make sure your real or digital background is school-appropriate.
  • Be on time for our class sessions. Attendance is taken daily.
  • Have your camera on, and mute audio while listening to teacher/peers. Inform your teacher if you’re having camera issues.
  • Monitor your tone and expressions during meetings. Think before you respond. Make sure your words, tone, and expressions are school appropriate.
  • Maintain the focus of the meeting. Make or post comments specifically related to the purpose of the class meeting. Put distractions away (eg. phone).
  • Be forgiving of mistakes during classes. Video class meetings are new to most of us! There will be technical glitches; be patient with participants during a meeting, and be patient with your teacher.
  • Speak up, using Zoom hand-raising tool, the chat function, or unmute functions as your teacher instructs. Allow other participants time and opportunities to contribute, and share their ideas with the group, also.
  • It is important, and rewarding, for you to participate in discussions! It is just as important for you to consider the opinions of others. Strive for balance among participants.

Classroom Rules:

Because of the various expensive equipment provided for each student, no eating, drinking and chewing gum will be strictly enforced. Students not in their seats when class begins will receive a tardy. Cheating on any assignment or evaluation will not be tolerated. Any student caught cheating will be given a zero for the item and will be subject to further disciplinary action.

Help:

Office hours: Tue &s; Fri 2:30-3:45 PM or by appointment

Email me at jason.greco@freestyleacademy.rocks.

Open Lab hours throughout the year will be posted online and announced in class. Lots of information is on the other tabs at the top of the page.

 

Junior English 3

Canvas Course

Prerequisites: None

Length: 1 year

Credits: 10 Units

UC/CSU: Yes "b"

Course Texts:

  • Red – John Logan
  • 1984 – George Orwell
  • Freakonomics: A Rogue Economist Explores the Hidden Side of Everything – Steven D. Levitt and Stephen J. Dubner
  • They Say / I Say: The Moves That Matter in Academic Writing – Gerald Graff and Cathy Birkenstein
  • Selections from: Bright Dead Things – Ada Limón
  • Selections from: Letters to a Young Poet – Rainer Maria Rilke
  • Selections from: Flash! Writing the Very Short Story – John Dufresne
  • Various poems, stories, essays, etc. Representative authors: Langston Hughes, Matsuo Bashō, Billy Collins, Gwendolyn Brooks, Mark Doty, Walt Whitman, Li-Young Lee, Allen Ginsberg, Sherman Alexie, Mark Levine, Ocean Vuong, Danez Smith, Pablo Neruda, Octavio Paz, T.S. Eliot, William Carlos Williams, John Wieners, Derek Walcott, Sylvia Plath, Clint Smith, Lawrence Ferlinghetti, Alice Munro, Raymond Carver, Toni Cade Bambara, James Joyce, ZZ Packer, Tim O’Brien, Stephen King, Sandra Cisneros, Eudora Welty, Kurt Vonnegut, Kate Chopin, Shirley Jackson, Jorge Luis Borges, Edgar Allan Poe, Franz Kafka, Anton Chekov, John Updike, Mark Twain, O. Henry, Aesop, Plato, Susan Orlean, Chuck Klosterman, Ralph Ellison, Toni Morrison, Thomas C. Foster, Matthew Zapruder

 

Course Description:

In this college preparatory, UC-approved English course, students will study a variety of poetry, fiction and nonfiction works aligned with their writing and media work for each Freestyle project. Storytelling and visual communication are essential elements of each unit, allowing students the freedom to choose much of the content of their own learning and pursue what they are passionate about. Over the course of the school year, students improve their skills in reading, writing, language, and speaking and listening (as described by the Common Core State Standards); throughout this process, they learn to think critically about complex texts, reflect on their own practices and growth, and express themselves clearly, creatively, and professionally. Students become better researchers, project managers, presenters, collaborators, critical thinkers, and creative problem solvers through their work in this class in conjunction with their two media classes.

 

English Junior Projects

Project 1 - Conceptual

Click for
Project Map

For the Conceptual Project, Juniors develop their abstract thinking and communication skills to answer the question,

"How can I use unconventional forms to express myself?"

This project emphasizes creative risk-taking through poetry, music, art, animations, experimental film and web production, challenging students to express their opinions through a distinct personal aesthetic. Students begin developing their technical communication skills by learning a variety of modern professional equipment and applications such as DSLR cameras, Digital Audio Workstations (DAW), Wacom Cintiqs, Adobe Photoshop, Adobe Animate, Adobe Premiere Pro, Adobe Audition, Avid Pro Tools, WordPress websites, and Google Apps.

 

Red by John Logan

In English, you will learn multiple approaches to writing poetry through unconventional prompts, individual and group exercises, and revision workshops. Throughout this process you will also develop a command of poetic terminology by using it appropriately in spoken and written analyses of assigned poems, and by applying literary techniques to poetry of your own creation. A fundamental challenge of this project will be experimenting with different ways of representing an assigned concept or inventing an original concept through figurative thinking. You will read a variety of poems and the play Red (John Logan).

Using the thought process of a poet, you will:

  • Experiment with a series of written and visual responses exploring a concept, with the intention of discovering the freshest and most original ways to express it in written and spoken poetry, sound, and visual art (such as photography, film, and animation).
  • Produce a Photo Haiku and a Free Verse Poem (including an “Intention Statement” explaining in the language of the medium how your stylistic choices work to convey your intended purpose).

What's new? Everything!

 

Poem Examples - 2019 Haikus, 2019 Free Verse, 2018 Haikus, 2017 Free Verse, 2017 Animated Poems, 2017 Photo Haikus, 2016, 2016 Photo Haikus, 2015 Photo Haikus, 2014 Photo Haikus, 2013 Photo Haikus

Project 2 - Visual Narrative

Click for
Project Map

The Visual Narrative Project asks Juniors,

How well can you visually tell a structured story?"

Beginning with an exploration of prose fiction and the graphic novel, students practice communicating character and story arc through descriptive storytelling, narrative digital art, storyboards, films, and animations. Students deepen their technical communication skills by learning a variety of modern professional equipment and applications such as Wacom Digital Drawing Pads, lighting equipment, downshooters, Adobe Photoshop, Adobe Illustrator, Adobe Animate, Adobe Premiere Pro, Adobe After Effects, Avid Pro Tools, Propellerhead Reason, HTML/CSS, DragonFrame, and Google Apps.

Project 2A: In English, you will learn essential fiction writing techniques, with an emphasis on what carries a narrative visually and when and why a writer should “show, not tell.” The poetic thinking of the previous project will continue to serve as a tool for developing description, imagery, and figurative meaning. You will find inspiration and space to experiment with character and scene, plot structure, dialogue, point of view, and subtext through unconventional writing prompts and collaborative activities like “the writer’s room,” table reading, and revision workshop. You will read a variety of short stories.

Using the thought process of a storyteller, you will:

  • Experiment with both individual and collaborative brainstorming, planning, drafting, and revision techniques in order to invent intriguing content, strengthen characterization, narrative arc, style, and voice, and develop an awareness of your own best practices as a story writer.
  • Produce a short story or short play and an “Intention Statement” explaining in the language of the medium how your narrative and stylistic choices work to convey the intended purpose/meaning of your story.

What's new? Learn how to write a story economically in a limited amount of space, to rely on imagery and action to tell a story, to use description to show rather than tell, to develop character and draw plot from character conflict to create a compelling yet believable narrative arc.

Project 3 - Documentary

Click for
Project Map

For the Documentary Project, Juniors develop their documentary and communication skills to answer the question,

"How do you creatively and truthfully portray a significant person, group, place, idea, or issue in the community?"

For the Junior Documentary Project, students will portray an intriguing person, group, place, idea, or issue, gathering primary and secondary research sources to develop a distinct perspective about their subject’s significance in the community and/or world. Students will produce documentary magazine articles or books, animationed documentaries, documentary films, documentary websites, and photogalleries. This unit emphasizes narrative-style journalism.

1984

Project 3A - 1984 Today
In English, you will learn how narrative and the manipulation of language function in political contexts. Whereas the fundamentals of poetry and storytelling were the focus of the two previous units, this unit pushes you to think about how communication and art relate to your own social and civic responsibility (one of the eight 21st Century Skills Freestyle emphasizes) and how you can make your projects purposeful in this way.

You will read the novel 1984 (George Orwell) as well as various essays and current news articles.

Using 1984 and opposing viewpoints on an “Orwellian” or authoritarian topic, you will:

  • Create a concise presentation outline and practice effective delivery (steady pacing, regular eye contact, clear voice, confident body language, and a command of relevant media aides).
  • Produce a presentation which asserts your argument in a current debate about an “Orwellian” or authoritarian topic, using 1984, current news articles, your own narrative revision process, and effective visual/sound media as support.

Freakonomics

Project 3b: Documentary Magazine Article or Book Text
In English, you will learn how the writing and research processes function as the cornerstones of effective documentary media. During this unit, you will hone your expository essay skills, prepare for and conduct personal interviews, and write ethical documentary journalism which balances exposition, narrative, and research. Using poetic techniques and a creative nonfiction approach, your writing will entertain as well as inform your audience. Required reading includes Freakonomics (Steven D. Levitt and Stephen J. Dubner) and various pieces of profile journalism, expository essays, and creative nonfiction. You will also use They Say / I Say: The Moves That Matter in Academic Writing, 3rd. Ed. as a handbook for using effective rhetorical thinking in your essay-based writing.

Using the techniques of documentary journalism, you will:

  • Write an expository essay giving insight into your subject’s present-day significance for a defined audience.
  • Create effective interview questions based on research and observations of your subject, and integrate primary and secondary research into a documentary magazine or book structure.
  • Produce polished, publication-caliber copy for an online or printed documentary magazine article or book. MLA-style citation is required.

What's new?

  • You will learn to synthesize narrative and research material, to conduct successful interviews, to improve your research skills, and to analyze documentary media.
  • Organization of primary and secondary research within a conventional documentary structure (profile structure or multiple-chapter research paper structure)
  • Finding/using visual metaphors to express writer’s angle on documentary subject.
  • Study ethics in the context of journalism, documentary filmmaking, and creative nonfiction writing.


Previous Documentary Publications - Magazine Articles and Books

Project 4 - Explorations

For the Explorations Project, all Junior Freestyle students will explore his/her own passion and improve upon a particular skill set that addresses 21st Century Skills. Ultimately, each student will share his/her exploration with classmates as their Semester 2 Final. Students will have production time in all classes to complete this project.

Details:

  • All productions must ultimately become digital so that we can have a digital archive of your work to share with the world on our website.
  • Topics are self-chosen but must address one of our 21st Century Skills - see below.
  • Topics are self-chosen but must be related to your Elective class (Animation / Design / Film) and approved by your Elective class teacher. Elective class time will be solely dedicated for working on your Explorations Project - here are the details.
  • In English, you will research your topic and organize your presentation.
  • In Digital Media, you will create a visual representation in the form of an InfoGraphic of your research with Illustrator and digital documentation of your process developing your chosen skill through an Explorations Webpage.

    Archives infographics from 2020 | 2019 | 2018 | 2017 | 2016

    Archives Websites from 2020 | 2019 | 2018 | 2017 | 2016

  • During Semester 2 Finals, we will all share and celebrate your newly learned skill and learn more about you and your passion(s). Each student will, at the very least, share his/her infographic and final production(s) to an audience of teachers and classmates. All students will create a presentation to use for the celebration and to also document the Explorations Project.

Archived celebration presentations from

 

 

 

Senior English 4

Canvas Course

Prerequisites: None

Length: 1 year

Credits: 10 Units

UC/CSU: Yes "b"

Course Texts:

  • College Essay Essentials - Ethan Sawyer
  • The Importance of Being Earnest - Oscar Wilde
  • Slaughterhouse-Five - Kurt Vonnegut
  • Selections from: This I Believe – ed. Jay Allison and Dan Gediman
  • Selections from: Citizen: An American Lyric - Claudia Rankine
  • Selections from: Notes from No Man’s Land - Eula Biss
  • Selections from: Short Takes: Brief Encounters with Contemporary Nonfiction - ed. Judith Kitchen
  • Various poems, stories, essays, etc. Representative authors: George Orwell, James Baldwin, Joan Didion, Walt Whitman, Sherman Alexie, Ross Gay, Studs Terkel, Susan Orlean, Isabel Allende, Anthony Fauci, Albert Einstein, Temple Grandin, Errol Morris, Jamaica Kincaid, Wallace Stegner, Terry McMillan, Rick Moody, James Frey, Jennifer Egan, Jane Smiley, Lee Gutkind, Dinty W. Moore, Annie Dillard, Anne Carson, Toni Morrison, Ralph Ellison, David Foster Wallace, Wendell Berry, Philip Lopate, Naomi Shihab Nye, David Sedaris, Ryan Van Meter, Amy Tan, Salman Rushdie, Stephen King, Lia Purpura, Gloria Anzaldúa, Rainer Maria Rilke

 

Course Description:

In this college preparatory, UC-approved English course, students will examine their identities and purposes as writers through the exploration of multiple nonfiction genres as well as poetry, fiction, and audio and visual media. Due to the unique, project-based organization of the Freestyle program, English classwork aligns with the work students do in their media classes. Storytelling and visual communication are essential elements of each project, allowing students the freedom to choose the content of their own learning and pursue what they are passionate about. Over the course of the school year, students improve their skills in reading, writing, language, and speaking and listening (as described by the Common Core State Standards); throughout this process, they learn to think critically about complex texts, reflect on their own practices and growth, and express themselves clearly, creatively, and professionally. Students become better researchers, project managers, presenters, collaborators, critical thinkers, and creative problem solvers through their work in this class in conjunction with their two media classes.

 

English Senior Projects

Project 5 - Reflection

Click for
Project Map

The Reflections Project challenges Seniors to explore a question that is at once simple and deeply complex:

"Who am I?"

Experimenting with personal as well as lyrical essay forms, students develop insights about their experiences and identities before translating those ideas visually in an HDR photography diptychs, video essays, websites, and short animations. Students deepen their technical communication skills by learning a variety of modern professional equipment and applications such as Adobe Photoshop, Illustrator, After Effects, Premiere Pro, Avid Pro Tools, Autodesk Maya, Propellerhead Reason, HTML/CSS/jQuery, and Google Apps.


College Essay Essentials

The outcomes of this unit are two authentic pieces of personal writing: a “This I Believe” essay and a college personal statement. By reading, listening to, analyzing, and evaluating selected texts, students will learn to think critically about content and craft while considering the purpose and audience for each essay. Through unique brainstorming and collaborative exercises, students will develop insights into their experiences, beliefs, and values and use the writing process to develop rich material for online publication and potential use in their college applications.

What’s new?

  • Learn what makes personal writing lively and authentic rather than cliche and dull.
  • As a bonus for those of you applying to college: Gain insight into your audience(s) of college admissions readers and learn how to appeal to them!

 

 

Project 6 - Narrative Perspectives

Click for
Project Map

The Narrative Perspectives Project asks Seniors,

"How well can you tell a dialogue-driven story?"

By exploring various narrative points of view and experimenting with dialogue in their story writing, students develop more advanced storytelling techniques and ideas they apply in the creation of book jacket designs, screenplays, films, animations, trailers, and websites. During this project, Seniors also experiment using photography to explore dreamlike narratives in a unit on Surrealism. Students deepen their technical communication skills by learning a variety of modern professional equipment and applications such as studio strobe photography, Adobe Photoshop, Adobe Illustrator, Adobe InDesign, Adobe Dreamweaver, Adobe Premiere Pro, Adobe After Effects, Avid Pro Tools, Propellerhead Reason, Dragonframe, Autodesk Maya, HTML/CSS/jQuery, and Google Apps.

This unit challenges students to research a topic of their choice and represent it through the hybrid genre of the lyrical essay. Through a blend of narrative, expository, and poetry writing, students will explore unique ways of capturing the truth of their subject, composing a high-quality piece of creative nonfiction for a defined audience.

Using creative nonfiction writing techniques and the research process, you will:

  • Gather, annotate, organize, and cite research sources on a topic of your choice
  • Write poetry, exposition, and narrative
  • Synthesize research data and storytelling elements, creating a research-based lyrical essay

What's new? You will learn how to read, analyze, and interpret a variety of lyrical essays, research a topic of interest, select appropriate sources of information about your topic, and translate that information into creative nonfiction.

Project 7 - Podcasting and Humor

Project 7a - Podcasting

In English, you will learn the various podcast formats that are popular today (including solo, interview, multi-host show, and audio magazine), the process of making a podcast, and how and why podcasting is changing as a communication medium and industry. Reading selections for this unit include current informational texts about podcast development and consumption patterns, current news articles, and podcast transcripts. Representative listening selections: Radiolab, Welcome to Nightvale, S-Town, Revisionist History, Freakonomics Radio...

Using your knowledge of podcasting formats and techniques, you will:

  • Curate a collection of podcasts of personal interest and analyze models for your own podcast.
  • Research a topic of your choice for your podcast.
  • Produce a short podcast which will be played in class.

Previous Podcast Productions:


Project 7b - Humor

In English, you will learn how verbal, written, and visual comedic techniques work to entertain, to sell products, and to deliver a critical point about a topical issue. You will study humor across multiple mediums, including literary classics, sketch comedy, standup, print advertisements, television commercials, political cartoons, speeches, and songs. Through collaborative comedic processes such as improv and the writer’s room, you will develop ideas for your own humor project. The core reading selections for this unit include Slaughterhouse-Five (Kurt Vonnegut) and at least one of the following plays: The Importance of Being Earnest (Oscar Wilde), Rhinoceros (Eugene Ionesco).

Using comedic and persuasive techniques, you will:

  • Write a comparative analysis of two comedic influences for your project
  • Produce an original comedic work of your choice and deliver it to the class via recorded or live performance.

Previous Humor Productions:

Project 8 - Portfolio Showcase

The purpose of this final Showcase Project is for Senior students to celebrate and demonstrate their growth at Freestyle by presenting information, findings, and supporting evidence to convey a clear and distinct perspective as a digital artist

Using the professional vocabulary of the mediums, students will communicate a line of reasoning by creating a Showcase Website

  • Strategic use of digital media - two Freestyle works (optional 1 non-Freestyle work) to feature the development of the artistic process from conception to completion
  • Justify effective choices for meaning or style or design
  • Demonstrate growth/discovery/development of passion, skills, talent, potential

In English, you will:

  • Compose and record (audio only) a reflection of your Zenith project in the context of a larger reflection about your overall growth and best work throughout your Freestyle career.

Presentation logistics

  • Presentations will occur simultaneously in each of the 5 classrooms at Freestyle grouped according to content (Film content in Film room, Design content in the Design room, etc.)
  • Each student will be assigned presentation time based on content so that we can provide the appropriate professional panelists for your topic.
  • Each student must invite 1 person to be part of the panel and each student can invite any family and friends to be part of the audience for the presentation.
  • Tuesday May 25, 2021 - 1st presentation starts at 6 PM
  • Wednesday May 26, 2021 - 1st presentation starts at 6 PM
  • Thursday May 27, 2021 - 1st presentation starts at 6 PM

 

Jason Greco
English Teacher

Jason Greco

Jason Greco

Email: Jason.Greco@freestyleacademy.rocks or Jason.Greco@mvla.net Voicemail: 650-940-4650 x0092

Jason Greco is a graduate of Los Altos High School, UC Santa Cruz (B.A., Literature), and Cal Poly (M.A., English). His professional path includes tutoring in university writing labs, instructing freshman composition classes, co-producing film festivals with students, scoring Lit. & Comp. essays as an AP Reader, and teaching nearly every level of high school English. A fan of literature and film since his late teens, Mr. Greco finds himself at home among his fellow creatives at Freestyle. When he’s not writing his next short story or reading his lit mags, you can find Mr. G. at Bay Area sporting events, camping on the Central Coast, exploring New England, or fishing in southeastern Alaska.