IHSA Journalism Workbook by maureen olofsson

JOURNALISM HANDBOOK

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THEME Theme Purpose

Book Organization & Design

A strong theme will: Unify the book • Tell a story • Create a personality • Mark the book and the year.

Theme Types

A Metaphor

• Pride themes are based on spirit and the students’ or school’s accomplishments. Name of the school, the town, or the mascot used as word plays can be fun and are often listed among reader favorites. • Anniversary and event themes can be tricky. Make sure you don’t abuse the “party/celebration” concept. • Location themes are limited to schools with obvious ties to street names with other meanings or major geographic landmarks. • Double-edge themes provide a comparison and contrast format with a serious side and a lighter approach. • Slogan themes feature a “catch phrase” which could be used any year, but with specific copy and visual elements. • Concept themes use one idea to build the book around. This approach may be a number of “catch phrases” based on a central idea, a single word, or a visual element. With concept themes, traditional sections are sometimes abandoned in favor of sections which reinforce the central idea.

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• • • • • • • • • • • • • • • • • • • • • • • • •

A metaphor is the expression of an understanding of one concept in terms of another concept, where there is some similarity or correlation between the two. A metaphor strengthens your theme because it ties your thoughts together. When you are choosing a theme- you do not want it to simply be a statement, but the glue that holds your entire book together. The graphics, fonts, design, photos, stories, alternative copy and section themes should all relate to the theme statement.

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Focus on students, what they do, both at school and at home. Concentrate on dramatic photos. Add extra pages, so lighter topics can be added. Keep fresh by changing the topics from year to year. Include coverage of events that are non-academic or non-sport. All groups should be included and covered fairly/equally. Link similar groups. Design in spreads. Avoid listing officers / goals, should capture highlights. Include action photos from a variety of club activities. Portraits should be vertical in shape, not square. Faculty should not be larger than the student portraits. 1 pt. rule (not a full pica) to separates portraits. Include a feature on every spread, developed with candid photos, captions, copy, headlines - or it should be strictly a reference section with only portraits. Readers assume it will be boring; prove them wrong. Cover projects in the classroom, not which courses are taught. Use quotes to demonstrate both teachers’ and students’ views. Include all boys’ and girls’ sports on all levels. Keep photo identifications consistent; use first and last names. Give varsity sports a spread, combine JV sports. Don’t overemphasize any one sport or diminish others. Run a complete scoreboard; avoid rehashing that info in copy. Include fans, managers, coaches, trainers, intramurals. Include all students, faculty, staff and organizations in the index. Break up the monotony of this section with feature stories showing. Students’ roles in the community or quotes relating to events that occurred during the school year - can also keep strictly a reference section.

Include the following theme pages • Title page • Opening and closing spreads • Division spreads • Page allocation should be as follows: 25% for Student Life 12-15% for Organizations 25-30% for People 12-15% for Academics 15-18% for Sports This is the same formula for traditional and chronological organization.

Ideas That Fly

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Is your theme? Unify your theme

• Unique to your school - The tie between your theme and your school should be obvious. • Unique to this year - Should be a natural, easily identifiable fit. • Verbal - The “catch phrase” of your theme should be memorable and flexible enough to adapt for minithemes. • Visual - Using type, colors, shapes and patterns that are consistent with your message, your theme’s “look”.

A theme is not just a statement, it unifies your book verbally- it is not just a record of events. It ties the book visually- what kind of look does the theme evoke? Use texture- think in layers not just 2D. Show your personality- & is it? who are the people that make • Recognizable - The theme should be easy to identify and easy to up the school? Tell their story. remember. Do not forget coverage- tell • Relevant - Does it fit your school this the whole story of the school year? year not just the facts. • Repeatable - Can you make it work for each section in the book? • Realistic - You don’t want readers to question your credibility. • Refreshing - Is it different from last year’s book?

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EVALUATION AREAS Concept and essentials, coverage, design, Writing and editing, photography, overall, the, theme/concept is, original and imaginative, unique to the school for the year, a unifying element for the book, developed verbally & visually. SPINE Name of school, city and state, name of book, year, volume number, theme/concept. COVER Introduction of the theme visually and/or verbally through fonts, color and graphics name of book, year. FRONT ENDSHEET Table of contents, further development of theme/concept. BACK ENDSHEET Listing of yearbook staff, further development of theme/concept. TITLE PAGE Name of book/year/volume number, name of school/complete mailing address, phone and fax numbers/website, thematic development, principal’s name, total student enrollment, breakdown of enrollment by grade level total staff population (includes faculty and staff) Athletic league.

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PHOTOGRAPHY Photo Check List

• Photos have a wide tonal range from blacks to midtones to whites. • Photos are clear and sharp. Avoid blurred or fuzzy pictures. • Photos are clean and crisp. When the photo is too light, too dark, muddy or too grainy it takes away from the overall quality. Enlarging these prints will make them even worse. • Photos have one clear center of interest. Too many people doing too many things will confuse the readers and ultimately lose their interest. • Photos show action and/or reaction. Emotion makes pictures interesting. • Students are emotional people. Capture them doing what they do instead of posing for the camera. • Photos avoid mergers (objects behind the subject’s head). • Color photos are vivid and sharp, not faded or washed out.

Photo Editors Roles

• Photo Editors watch the school activity calendar to be certain every event is photographed. • Photo Editors regularly check inventory and orders needed photo supplies. • Photo Editors trains photographers and staffers to set up interesting group photos and how to include the names of everyone photographed. • Photo Editors knows his/ her photographers and their strengths and weaknesses. • Photo Editors select and assign photographers for each assignment.

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Basic Photo Rules • Rule of thirds Imagine that your image is divided into 9 equal segments by 2 vertical and 2 horizontal lines. The rule of thirds says that you should position the most important elements in your scene along these lines, or at the points where they intersect. • Balancing elements Placing your main subject off-centre, as with the rule of thirds, creates a more interesting photo, but it can leave a void in the scene which can make it feel empty. You should balance the “weight” of your subject by including another object of lesser importance to fill the space. • Leading lines When we look at a photo our eye is naturally drawn along lines. By thinking about how you place lines in your composition, you can affect the way we view the image, pulling us into the picture, towards the subject, or on a journey “through” the scene. There are many different types of line - straight, diagonal, curvy, zigzag, radial etc and each can be used to enhance our photo’s composition. • Symmetry and Pattern We are surrounded by symmetry and patterns, both natural and man-made., They can make for very eye-catching compositions, particularly in situations where they are not expected. Another great way to use them is to break the symmetry or pattern in some way, introducing tension and a focal point to the scene. • Viewpoint Before photographing

your subject, take time to think about where you will shoot it from. Our viewpoint has a massive impact on the composition of our photo, and as a result it can greatly affect the message that the shot conveys. Rather than just shooting from eye level, consider photographing from high above, down at ground level, from the side, from the back, from a long way away, from very close up, and so on. • Background How many times have you taken what you thought would be a great shot, only to find that the final image lacks impact because the subject blends into a busy background? The human eye is excellent at distinguishing between different elements in a scene, whereas a camera has a tendency to flatten the foreground and background, and this can often ruin an otherwise great photo. Thankfully this problem is usually easy to overcome at the time of shooting - look around for a plain and unobtrusive background and compose your shot so that it doesn’t distract or detract from the subject. • Depth Because photography is a two-dimensional medium, we have to choose our composition carefully to conveys the sense of depth that was present in the actual scene. You can create depth in a photo by including objects in the foreground, middle ground and background. Another useful composition technique is overlapping, where you deliberately

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The Publication Staff should carry a camera, memory card & fresh batteries at all times. Lookout for those special unexpected shots. partially obscure one object with another. The human eye naturally recognizes these layers and mentally separates them out, creating an image with more depth.

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• Framing The world is full of objects which make perfect natural frames, such as trees, archways and holes. By placing these around the edge of the composition you help to isolate the main subject from the outside world. The result is a more focused image which draws your eye naturally to the main point of interest. • Cropping Often a photo will lack impact because the main subject is so small it becomes lost among the clutter of its surroundings. By cropping tight around the subject you eliminate the background “noise”, ensuring the subject gets the viewer’s undivided attention. • Experimentation With the dawn of the digital age in photography we no longer have to worry about film processing costs or running out of shots. As a result, experimenting with our photos’ composition has become a real possibility; we can fire off tons of shots and delete the unwanted ones later at absolutely no extra cost. Take advantage of this fact and experiment with your composition - you never know whether an idea will work until you try it.

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Newspaper Layout Photo Rules

• Photographs, artwork, boxes and gray screens should be used to separate elements. • Do not bump unrelated photographs or artwork. It concentrates weight in one place on the page and, more importantly, readers may believe the two are related because of their proximity. • Every page should have a photo, artwork or shaded box. • Pictures run at the top of a page help prevent tombstoning of headlines. • To break up multi-column bumping heads, use a one column photo or graphic in the last column that extends up into what would usually be the headline area. • Hang all graphs, pulled quotes and photos off the headline. Do not bury them in the middle of the story.

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Caption Writing

Try to use more than one sentence to describe a photo. Three to four sentences are best in order to give enough information. • First, identify what is in the photo and use the present tense. Next, write about something not so obvious in the photo, such as activity that took place before and after the photo was taken, and use the past tense. Vary the way you begin captions. It is easy to get used to starting captions with “ing” words. Make each caption on a spread begin differently. Identify as many people as you can. In group photos, ID the group and label rows as: Front, 2nd, 3rd, Back. Don’t label as left to right since that is the natural way of reading. Be sure to never leave anyone’s name out! A good rule of thumb: make sure that the caption touches one side of the photo it is describing. Photo credits can go at the end of a caption instead of on the actual photograph. Keep your opinion out. Avoid phrases such as “seems to be” or “looks as if.”

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INFOGRAPHS Getting the info

• Conducting a survey get an accurate sampling of your student population. The most accurate method would obviously be to poll each and every member of your student body, but this will most likely be impractical. A random sampling is much easier to conduct and to compile the results because it involves fewer participants and it can be extremely reliable as well. • Random Sampling Research has determined that 283 respondents can be used as a random sample if they are truly chosen at random and that this type of sampling is over 95 percent accurate. One method to insure a random sample is to number a list of names of your entire school population, cut up the list, put the names in the box or some other container, mix them up thoroughly, then draw out 283 names. • Check to see if you can obtain a list of every student and their phone number. Then, once you have the 283 names, divide them among your staff and have them call individuals. This will go a long way to keep the faculty happy by avoiding the interruption of class time. • Accuracy Take the time to collect your survey information accurately, accuracy is equally important here as in gathering correct quotes and attributions in your copy.

Info Graphs

Food for thought When you reveal connections between ideas that are not necessarily intuitive, it will grab peoples attention.

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• Lists - top ten lists, top five lists, popular movies, songs, television shows, hangouts, etc. • Side bars - pull the reader’s attention to special stories, bios, important info. • Q & A - interviews and photos with students not pictured elsewhere. • First-person narratives - stories contributed by students who are not on the yearbook staff. • Info-graphics - a graphical presentation of information; polls and results. • Bio boxes - Q & A’s, interviews, mini-features, stories that are selfcontained. • Timelines - historical record of events and people during a given time. • Quote collections - a series of quotes on a given topic. • Quizzes - an excellent way of making your yearbook more interactive for the entire student body. • Tables - charts, graphics; an artistic presentation of information. • Public opinion polls - polls or surveys of students with results. • Story captions - captions on a given spread tell the story of that event or topic. • Fill-in-the-blank - an excellent way for students to customize their yearbook.

tips for creating visually winning Infograhpics

1. Find the “main root” of the data and underline those word(s) and highlight additional call out words. Example: In 2012 less than 30% of adults between the ages of 18-22 voted. 2. Simplify the main question with visual images / graphics and shapes that connect with the additional “call out” words. Example:

3. Try to Avoid • Avoid too much text - otherwise graphic will lose it’s visual sparkle. • Try not to make it too big - keep it small enough, so you don’t have to scroll. • Too many visual images - keep it simple.

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ADVERTISING & GRAPHICS

Advertisement Types for Newspapers

Every ad should have these elements

Arrange ads consistently throughout the newspaper, beginning at the bottom of each page, using one of the following styles: • Modular style This ad layout arrangement creates a clean, 1. Art or photo and caption to draw the organized page. The ad block forms a rectangle or an “L.” It reader’s attention to the ad; also provides a cleaner separation between editorial matter 2. Benefit headline to suggest what’s in it for and advertisements. The “L” is stacked to the outside of the the reader, arouse interest, and appeal to page. Anchor large ads at the bottom or inside of the page, reader desires. Long headlines sell more then place the smaller ads on top of and around the larger merchandise than short ones. ads. Because this arrangement requires smaller ads to be 3. Copy—the pitch—to create desire for the stacked on top of larger ads, every ad will attract the reader’s product and provide evidence for product attention. Some ads may be “buried,” in that no copy will claims. According to research, longer copy touch them, but studies show readership of these ads is just as sells better than art or photo graphs. high as the “L” style. 4. Close and Action to get the reader into the • Inverted Pyramid style For the inverted pyramid style, stack store to purchase the product or to accept the ads to the outside of the page. On two facing pages, the the idea. editorial matter forms an inverted pyramid. 5. Identification to give the reader all • Theme style Ads can be grouped by subject matter when information necessary to act, including appropriate. Restaurant ads for name and location of store, hours, the Prom or entertainment ads telephone number, directions. for theaters, for example, can be organized within a box or shaded area. Be careful, though. Some merchants object to having a The Boarders Unless competitor’s ad next to their ad. Editing an Ad otherwise specified, ads • Avoid bumping art, photographs or • The advertiser must review a boxes with ads unless they extend up should have 2 point borders. proof of the proposed ad and into the news hole. approve it before the ad can run. Use plain, simple borders • Don’t place coupon ads on back-toGenerally major revisions at this for ads. The message should back pages. Readers must be able to point are not allowed. Approval attract the reader’s attention, clip and use both coupons. is necessary in order to run the not the border. All ads must ad. Once approval is granted, have borders. the advertiser is responsible for any errors that appear in the ad. Usually payment accompanies Advertisement Options approval. Advertisements sell products, services or ideas. Some • Effective advertising first publications do not or cannot allow ads for ideas, including considers what the consumer political or issue-oriented advertisements. wants rather than what the • Products CDs, sporting goods, clothes, gifts, flowers, food, business has to sell. books, games, jewelry, videos, appliances, computers, cars, bicycles, food, cosmetics. • Services restaurants, repair shops, hair salons, tanning salons, gyms, health clubs, classes, lessons, dance clubs, cleaners, photo studios. • Ideas political, armed forces recruiting, clubs, counseling department, vocational schools, colleges and universities, governmental agencies, health clinics.

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COPY WRITING

Keeping an eye on style Capitalization Rules

Punctuation

Apostrophe (‘) Plural nouns not ending in s - Add (‘s): the alumni’s contributions. Plural Capitalize all proper nouns, months, days of nouns ending in s - Add only the week, holidays, names of sections of the an apostrophe: the girls’ toys. country, but not directions (the Midwest; the Nouns plural in form, singular Maritimes; he walked west); short titles when in meaning. Add only an they precede the name of adults (Principal apostrophe: mathematics’ rules. Joe Johnson); full names of schools, clubs, Singular nouns not ending in s organizations, streets, geographical areas, or Add (‘s): the girl’s toys. Singular companies (Washington High School; Northern common nouns ending in s Ontario Chess Club; National Honor Society; Add (‘s) unless the next word Southeastern Conference; proper names of begins with s: the hostess’s races and nationalities (American; Canadian); invitations; the hostess’ seat. nicknames of athletic teams (Bearcats; Bees; Singular proper names ending Huskies); principal words in titles of books, in s Use only an apostrophe: plays, movies or songs, including a, an or Achilles’ heel. When referring the when it appears first in the title only (A to “it” as possessing something, Midsummer Night’s Dream). write as its. It’s is a contraction Do not capitalize school subjects, except for “it is.” languages or specific course titles (algebra, Comma (,) Use commas to journalism, language arts). However, you would separate elements in a series, capitalize Algebra I and English; personal titles but do not put a comma used without names (the president spoke); before the conjunction in a street, company, club or other words unless simple series: The flag is red, they are part of a specific name: white and blue. Use a comma (The club elected officers, the Science Club met to introduce a complete one yesterday); abbreviations for the time of day sentence quotation within a (a.m., p.m.); seasons of the year (fall, summer); paragraph: Wallace said, “She academic departments, except for words spent six months in Argentina derived from proper nouns (math department, and came back speaking English English department); names of classes (ninth with a Spanish accent.” Do not grade, senior). use a comma at the start of an indirect or partial quote: He said the victory put him “firmly on the road to a first-ballot nomination.” Use a comma to separate duplicated words that otherwise would be confusing: What the problem is, is not clear. Colon (:) The most frequent use of Feature writing focuses on a limited angle a colon is at the end of a sentence that is school & year specific. to introduce lists, tabulations, texts, Avoid generalizations & editorializing. etc. He had only one hobby: eating. Begin with a strong lead & maintain an Use the colon in such listings as time active voice. elapsed (1:31:07:02), time of day Contain meaningful student quote Show (8:30 p.m.), Biblical and legal citations evidence of research. (John 3:16). Use a colon for dialogue. Stories contain effective transitions & Jon: Have you seen Richard’s new car? utilize varied sentence forms. Nate: Yes, I really like the color. Short sentences and Short paragraphs but Hyphen (-) Hyphens are joiners. is almost never one single paragraph Use them to avoid ambiguity or Employ a variety of openings. to form a single idea from two or Make a visual & verbal connection with more adjectives: A four-letter word. the dominant element. Hyphenate the phrase e-mail. The Package containing a primary headline nouns left hand and right hand are not and a secondary headline are repeated hyphenated. The adjectives left-handed or echoed to begin supporting copy and right-handed are hyphenated. The packages and captions. nouns left-hander and right-hander are Stories do not include school name, also hyphenated. initials, mascot, “this year” or year date. Quotation Marks (“ “) The period All copy is carefully edited & proofed. and the comma always go within the quotation marks. The hyphen, the

Tips for Copy, Captions & Features • • • • • • • • •

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semi colon, the question mark and the exclamation point are placed within the quotation marks only when they apply to the quoted matter. They are placed outside the quotation marks when they refer to the whole sentence. Names and Titles Use Mr., Mrs., Miss or the proper title with names of teachers and other adults: Mrs. Carol Amos, Mr. Bob DeLorenzo. The first time a name appears in a story, use the full name as the person signs it with title. Never use a single initial. Short titles usually precede the name but longer titles usually follow the name. They are not capitalized unless they replace Mr., Mrs., or Miss. Mr. John Myers, superintendent of schools; Student Body President Pete Fuscaldo. Use the word The with Reverend, The Rev. John Adams. Figures Always use figures for ages, dimensions, money, percentages, days of the month, degrees, hours of the day, scores, room numbers, page or chapter numbers and street numbers. Except for those in the preceding rule, spell out numbers up to and including nine, and use figures for numbers 10 and higher. For money under $1, use figures and the word cents, for $1 or over, use the dollar sign. Do not use zeros when they are not needed: 25 cents, $10, $1.50. Dates and times Dates are written one way only: July 28; never July 28th, 28 July, or 28th of July. Do not use “on” before dates: They met Wednesday (correct); They met on Wednesday (incorrect). Do not use o’clock in showing time. Omit zeros in even hours: 2 p.m., not 2:00 p.m.; 3:10 p.m.; noon. Abbreviations Abbreviate Jr. and Sr. following a name. Do not use a comma between the last name and Jr. or Sr.: Thomas Myers Jr. Use the abbreviations Ave., Blvd. and St. only with a numbered address: 3514 Locust Ave. Do not abbreviate if there is no number: Locust Avenue. All similar words — alley, drive, road, terrace — are always spelled out. Always use figures for an address number: 9 Morningstar Lane. Spell out and capitalize First through Ninth when used as street names; use figures with two letters for 10th and above: 137 Fifth St., 459 12th St. Spell out United States when referring to it as a noun. Use U.S. (no space) only as an adjective: The United States has troops around the world. U.S. soldiers raise the American flag for the Independence Day celebration.

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Tell t he s choo stor y of 1. Don’t use dates/labels EXAMPLES: The 2013 comm l and its the Northstar High School Band. This year, the su inclu unity. Be rroundin varsity cheerleaders did many new and exciting d g s routines. the p e topics t ure to h u 2. Avoid using clichés such as: and blication at ancho s r h i n yo o Purpose: The purpose of learning history is to w ho your ur ar w s e a find out what happened in the past. othe chool is d nd why a r sch Goals: The goals of the English Department i f fere o and were to teach… acros ols in yo nt from ur s the During: During the year, the students of coun town tr y. Northstar High School were interested in…

Writing Don’ts

3. 4. 5. 6. 7.

Hard work, dedication, team unit. Worthless Quote “English was a lot of fun. We did lots of different things.” Yes/ No Question, Do you know what happened in Science this year? Saying nothing - Lots of new things happened this year at Northstar High School. The students were together more than ever and they had more school spirit than ever. Editorializing Don’t write your own opinion. Include facts & quotes in your story. Avoid writing the obvious. Get behind the scenes with in-depth reporting & research. Never use these words in your yearbook numerous, various, many, some, several, few, a lot, not many. Report about this year Never predict anything about next year. Never let editorial terms creep into copy. Avoid using words such as “beautiful,” “spectacular,” “wonderful,” “seemingly,” “apparently” or “awesome.” Capitalize all proper nouns. Do not classify students into different years (Mary Jones, ‘04 or Junior Matt Dell). Do not invert sentences or verbals Use active voice, not passive. Use “The play was memorable.” Don’t use “Memorable was the word for the play.” Use “The quarterback threw a touchdown.” Don’t use “The touchdown was thrown by the quarterback.”

Editors R List q Does your story hang together? q Does your story have good transitions? Should paragraphs or information be rearranged for more effective, logical order, such as most important element first? q Is the meaning clear? q Is the subject clearly identified, including the subject’s authority to speak about the subject? q Are there any facts missing or unverified? q Have facts been cross-checked so everything adds up correctly? q Has the story been edited for length? q Is the story properly developed? q Have your checked spelling? q Have your checked journalistic style,sentence structure, Grammar & Punctuation? q Is the writing have concise wording? q Does it lack repetition & precise wording? q Are quotes accurate, attributed, punctuated, opinion quotes attributed to source? q Avoid ”When asked, he/she said” form.

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1. Describe sights, sounds, smells, actions, reactions. 2. Use direct quotes. 3. Attribute all quotes. 4. Use specific facts. 5. Use vivid verbs. 6. Use plain language. 7. Say “he said” instead of “he stated.” 8. In quote attribution, use “said,” not commented, observed, stated, yelled, etc. 9. Use precise words. 10. Write to the emotions. Include the senses. 11. Use active voice. (Passive voice) The ball was thrown by the quarterback. (Active voice) The quarterback threw the ball. 12. Make positive statements. 13. Write in the third person. 14. Write in past tense. 15. Tie your conclusion to your lead. 16. Proofread and correct all spelling and grammar errors. 17. Have a copy read-around to get input from others in your class. 18. Avoid writing anything that can tell the story of any other high school somewhere else. 19. Spell out numbers one through nine. Use Arabic numbers above nine. Spell out numbers that begin your copy. Never use the name of the school, its initials or mascot in any copy or caption, except in competitive situations. 20. Learn the difference between “its” and “it’s.” Its is possessive. “The dog wagged its tail.” It’s is the contraction for it is. “It’s going to be a great day.” 21. Learn subject-verb agreement and use it correctly. “Everyone said they enjoyed the show,” is incorrect. “Everyone” is singular and “they” is plural.

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Include the answers to 5W’s and H; first sentence is generally in present tense as it “freezes” the action forever and the remainder of the caption is in past tense.

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NEWSPAPER LAYOUT The Basics

• The strongest story goes at the top of the page. Strong refers to news value, impact, or appeal. • As you move down the page, stories become less significant. • Page position dictates headline size. Lead story will have the biggest headline. • Headlines then get smaller as you move down the page. • Stories should be shaped like rectangles. This keeps pages neat and well-organized. • Design pages which include both horizontal & vertical modular units. • Leave as much of the page as possible free of fixed elements. • Make every page at least one-third art. Art includes photos, graphics, teasers & display type. • Give each page a dominant photo or element. Doing so means a larger number of readers will be drawn into the accompanying story & read it. • Form follows function. • Keep it simple. • Box a story to give it visual emphasis. When you put text inside a box, the text must be at least 2 picas narrower. • Use balance & contrast design. This style contrasts shapes, sizes and weights in modular, or rectangular, blocks. This style effectively displays photos and packages the news in an endless variety of ways. It also allows designers to display several important stories on the same page.

The Page

Divide the page roughly into quarters, giving each quarter some black weight. • Anchor some of the black weight near the center of the page. • Contrast large areas of black weight with less black weight (& more gray and white weight) in the opposite corner. • Avoid grouping all the photos or graphics on one side of the page. • Use boxes as visual fences. • When drawing the page dummy, write fit, cut or jump in the first column of the story. This tells the paste-up crew whether they have to make the story fit, can cut the story to fit, or can jump the story to another page. • Do not, as a rule, jump stories from Page 1 unless they have high readership appeal. • Include a digest on Page 1, each issue promoting a feature, opinion & sports story. • Arrange body type in columns of equal depth. No leg of type should be longer than 8 inches. • Never change column widths within a story. • Use L-shaped wraps with story/photo combinations. The headlines goes over

Page Formula Page One A light feature or human interest story and/or photo, An academic story, A school activity story & A tie-in story to an in-depth, editorial, national news or other related story. Inside pages Each inside page should have a major, dominant element (either a feature or news story with photo or art), with a variety of news, feature, round-ups, advertisements, or other special features.

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• • • •

the story/photo unit. An L-shaped copy block is the best alternative to columns of equal height. It creates a strong visual relationship between the story and photo. An alternative to the L-wrap is to run the photo on top followed by the cutline, headline and story underneath. This is based on the fact that most people read out of the bottom of a photo. Use 1 pica of white space between all elements, such as headline and story, cutline and headline, photo and cutline, rule and story, etc. Use headlines to bring together elements such as a picture and a story which must be related. Use reverse labels to package several related elements. Use it either black or screened to 10 percent gray. Do not tombstone multi-column heads. Use subheads in stories which may be important but not necessarily interesting, and on long stories where they relieve the monotony of the gray and help sell the story.

Contrast

Consists of differences between items: size, weight, form, shape, placement, structure, posture. • Provide contrast by using different weights and sizes of type. • Create contrast with headlines. Ideally, every story should have two decks of type — one in Black and one in Light or Regular. The contrast between the two decks is what helps create contrast. If one style of type is used too often on a page, the weight of the headlines will not balance on that page. Light headline must be larger than a Black headline to create the same impact.

Weight

Weight, as a design factor, consists of: • Black represented by heavy type such as headlines, rules, boxes, photos, artwork, and gray screens. • Gray represented by copy and other text such as cutlines. • White represented by planned areas of white space in which no type appears. • When a kicker is used with a main headline on a story, for example, the area to the right of the kicker is planned white space, the headline is black weight and the text is gray weight.

WORK ORDER

x Maureen Olofsson Camp Brochure

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NEWSPAPER LAYOUT

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4-Color (CMYK)

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YEARBOOK LAYOUT The Design

When Designing Remember

NO butt journalism- NO sitting on your butt NO body copy variations in a section ONLY use planned same size photo repetition EXPERIMENTING with type IS fun - 2+ pica grids between mods TRY mod design USE negative columns LOOK AT MAGAZINES espn, met home, garden design for ideas STICK to contemporary color palates MAKE group captions-clearly defined USE photo packages WRITE the way you talk TRY jump coverage, coverage that is on multiple pages DID YOU KNOW thin lines unify elements DO NOT overlap photos more then 2 picas DO NOT break eyeline by less then 6 picas

Judges Want Designing your Judged books design Yearbook Spreads . . . comes first, but only to clearly define Do they meet the layers of coverage requirements?

How can I use negative space more effectively? Packaging Negative space groups elements together visually because the designer has purposely used less space between them. (close register, 2 pt. white rule) Consistency Negative space separates content uniformly. (usually 1 pica, now perhaps 6 pts.) Separation Negative space creates a rail of isolation that visually distinguishes verbal packages or secondary coverage from other content. (usually 1 grid, vertically and/or horizontally) So, even though you like the look of close registration packaging, you would not use it — unless you were trying to make sure the readers understood that those elements were linked and needed to be considered together. Similarly, a rail of negative space here or there “to break things up” only makes sense if your goal is for the readers NOT to see separated elements as part of the same greater whole. Negative space IS one of the most powerful design tools you have.

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• A graphic device (overline, dropped letter or phrase) introduces captions. • Caption type is consistent in family, size and leading within each section. • Captions are placed so that each is close to its own photograph, so that indicators such as “above, below” are not needed. • Captions are not placed between photographs (except group or team photos). When group captions are used, it should be clear to the reader which caption goes with which photo. Group captions are consistent within each section. • Caption widths conform to the column/grid plan in each section. • If used, overprinted or reversed caption point size and font are easily read. Do not place type over a photo with a lot of detail or a busy background. • Group identifications begin with the name of each group in contrasting type and with row designations also in contrasting type.

Yearbook Layout R List q q q q q q q q q q q q q

Draw a dominant photo first. Make dominant more than twice the size of all other photos. Make dominant photo cross the gutter.(or one pica from gutter) Use a variety of photo shapes. (rectangles and squares) Establish an eyeline. Touch all external margins. Stay within the column guides set. Design pages as a spread. Maintain a consistent internal margin. (one pica or less) Put a caption with every photo. Place all copy to the outside of the spread. Avoid trapped white space. Use simple and functional graphics that add to your theme.

x Maureen Olofsson Camp Brochure

YB LAYOUT

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• ACTION in photos toward the gutter but no content is trapped in the gutter. • DESIGN GUIDES READERS around the page with clear intention of which content is most important. • AN ORIGINAL LOOK for each section but all sections fit the overall TONE/ PERSONALITY/VOICE. • EACH ELEMENT serves a PURPOSE and are NOT just used to DECORATE the pages. • ENHANCE the design and content without calling attention to themselves. • EVERYTHING fits with the TOTAL LOOK of the section and the book. • SPREAD needs to be easy to read • CONSISTENTLY uses same size and leading for copy and captions. • Shows UNIFIED TYPE choices for headline packages, copy starters and caption lead-ins.

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STAFF ORGANIZATION Staff Rules

School rules - should never be broken; however, a little bending (with principal’s okay) does wonders for staff morale. Hall passes build prestige. Class rules - should be enforced consistently and fairly • Sign out sheets • Editors work harder than staff • Following deadlines - especially internal ones • Nothing irreplaceable should EVER leave the office! • Adopt the 24 Hour Rule--no criticism of the publication for 24 hours!! Laughter is the best medicine • Work Parties - even if your work is done, show up, eat, help a friend, flirt a little, do homework • Make friends with other schools — nobody else understands and it’s fun to brag to them. Plan an outing with another yearbook staff in your area, bowling whirly ball etc. • Find humorous pictures of staff members and have caption contests. Get the most from all of you • Raise the expectations for the staff and then provide solid ways for them to meet them — give them organization… and rewards…and incentives… and praise…and feedback — and pride. • Recruit new staff by sending letters to members of National Honor Society and others that teachers recommend; but be careful whom you choose! • Have every student write down something positive about someone else on the staff. Then for Valentine’s Day (or whenever) type up all the positive comments with the person’s name at the top.

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Staff Organization Make the most of your office and deadlines • Organize a place for FOOD!!! Consider a Parent Booster Club to help provide even more food. • Have a “Things to Do” list that is revised at the end of every yearbook meeting, posted and added to during the day, and used to begin each meeting. • If each section editor devises a “Check-off Sheet,” then less will need to be done by the editors on each final deadline. • Post and enforce mini-deadlines; this will keep you on track for the final one. • Make a huge calendar - put every important event on it in a color code; have a smaller yearly calendar to keep from staff to staff. • Turn your yearbook office or at least a corner of the classroom into a second home; include a microwave, music, refrigerator, couch, and more—hang out there when the “real world” gets too demanding! Pat yourselves on the back • Praise specifically and publicly and sincerely— and in a timely manner. • When your photographers upload images, make them feel valued! • Send a letter to parents praising the student who needs the most encouragement. • Have staff T-shirts made and wear them on certain days. • Take a picture of each student on the first day of school. Use one for “staffer of the month”. Use the second to post on the wall with a description of each staffer’s role/job. • Require each staff member to write FIVE thank you notes at the end of each grading period. They will turn them into the teacher and the ones that have to be mailed should have envelopes addressed. Treat your rookies well • Be honest with your staff; if you don’t know an answer, say so and then find out the answer and get back to the person. • Ask questions and then listen to the answers; get feedback, input, advice, alternative methods — involve your staff. • Give everyone a post-it note at the beginning of the year; have them write one idea they want to see in the book; then post the papers; when each one is put in book, put a star by it. Don’t take it personally • Have a coupon for bad days: everyone gets one per quarter; it is good for a back massage or a cookie or just a day off. • Magic wand for those having a hard time. • Criticism is inevitable — do it right: privately. Start with praise, state the problem as you see it, ask the person to state his views, let person offer choices, come up with a plan, end with a compliment. Enter the classroom smiling every day • You can do anything IF you follow H. D. Thoreau’s advice from On Walden Pond: • “If one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours . . . If you have built castles in the air… that is where they should be. Now put the foundations under them.”

WORK ORDER

x Maureen Olofsson Camp Brochure

Special Instructions

STAFF ORGANIZATION

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EDITOR ROLES Put a huge calendar in the most prominent place in the room. This calendar should include not only internal deadlines but all important school and social activities.

Each week choose the “Strongest Link” - a staffer who has gone above and beyond the requirements. Make a big deal of this award: call the student to the front of the room, explain the reason for the award, give him or her a certificate and a candy bar and end the ceremony with loud applause. Encourage everyone to contribute ideas to the book. At the beginning of the year, have staff members write down ONE idea about copy, photography or coverage. Post those notes in the classroom and make every effort to include those ideas somewhere in the book. The Yearbook Staff assumes personal responsibility for completing every assignment, knowing that if an event is not covered, it cannot be included in the yearbook and the year’s history will not be complete. As a member of the yearbooks staff, either as the adviser, editor or staff member you have made a commitment to serve your school in a positive way to produce a product that can be enjoyed and treasured for years to come. Do not rule out co-editors if you are sure these students can work together. Sometimes sharing the work responsibilities is the most beneficial approach for the staff.

Leadership Like what you do and those around you Encourage others to be their best Add value to people by affirmation and training Delegate responsibilities to develop skills Exemplify the type of leader you want others to become Respect everyone Silence, sometimes being a good listener speaks louder then words Humble yourself by thinking more highly of others I may not have the best idea Practice your priorities

Criticism is inevitable, so do it right privately. Start with praise, state the problem as you see it, ask the person to state his views, let the person offer choices, come up with a plan which includes consequences and end with a compliment.

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BUDGET

“

DON’T JUST TELL • Students buy the yearbook to share the story of year with their family and friends. They won’t THEM THEY’RE the buy a yearbook if they believe they won’t be in it. is key to increasing yearbook sales. IN THE BOOK, • Coverage To successfully tell the story of the year at your you must include as many people as SHOW THEM! school, possible in the yearbook.

• Show students that they are in the book: • Use our HJ custom posters to make the yearbook sale come alive. Choose the 80 photos you want to use. • Use our facebook app to show a sneak peek of a few yearbook pages. • Post lists of students who are featured after each deadline - in a visible location around your school • Place locker tags on students lockers with the page no# that they will appear on in the book. • Make the yearbook a visible in your community. • How will you let your students now... they are in the book?

Research shows that students feel the most valuable thing about having a

YEARBOOK is that it makes them part of the crowd, gives them a sense of community and a sense of pride that they important –

“

are part of something

your school community!.

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WORK ORDER

x Maureen Olofsson Camp Brochure

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BUDGET

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MAC Ink WIN Black

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MICS51101L

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4-Color (CMYK)

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HEADLINES & COLOR Color Wheel

Headline DO’s

Created with Ink

CMYK

Created by Light • Headline type selection should be readable and consistent in family, weight, size and leading within each section. • Headline type letters are not stacked vertically. • A design inconsistency has not been created by manipulating headline. Type to fit a specific space. • A headline summarizes the story. • It highlights the main elements of the story. • It is not a label. • It uses picture nouns and action verbs. • It tells readers what kind of story it is as well as what the story is about. • Headlines help organize the news for readers. • They show where one story ends and the next one begins, serving as a visual cut-off rule. • Headlines package feature and in-depth stories. Often, this kind of headline takes the form of a logo or title, and is set in a special type style which compliments the story and/or photos. In such cases, it is one of many related elements which are usually organized within a box. • The headline sells the story to the readers. It is like bait in that it should lure readers into the lead. The lead should then hook the reader into finishing the story. As they say in advertising, “Sell the sizzle, not the steak.” • Headlines prioritize the news for readers. Stories with big headlines are generally more important that stories with smaller headlines. Stories which go across one or two columns are less important than those which go across three, four, five or six columns. • Headlines reflect the style and personality of the newspaper. Style is reflected in the publication’s standing heads and logos, the type style used and the way headlines are displayed. Personality is reflected in the way editors and writers look at the news and how they employ humor, wit and cleverness.

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RGB

Sometimes artists use colors that evoke certain emotions. Other times artists use colors simply because they like the way they look. Color always has meaning. This meaning can be, an emotional one or it can be a personal preference on the part of the artist himself, but it ALWAYS has purpose behind it. There is nothing wrong with choosing a color because you like it. However, when choosing a color you still want to make sure its use does not conflict with what you are trying to say with your work. Proper use of basic color theory can help you decide what colors match, as well as what each color makes people feel. Warm Colors: RED, YELLOW, & ORANGE Cool Colors: BLUE, GREEN, and PURPLE (violet) Neutral Colors: GRAY, BROWN. Value: is the amount of black in a color. Saturation: is the amount of a color used. When a color is at full saturation, it is extremely vibrant. Primary Colors: RED, YELLOW, BLUE. Primary colors are the most vivid colors when placed next to each other. Secondary Colors: ORANGE, GREEN, PURPLE. Complimentary Colors: RED and GREEN, BLUE and ORANGE, PURPLE and YELLOW. They rarely look good when used together. They’re called “complimentary” because, when used together, they become extremely vibrant and have heavy contrast. RGB Color: This is color based upon light. Your computer monitor uses RGB. The name “RGB” stands for RED, GREEN, BLUE. Remember, this color method is only used with light sources; it does not apply to printing. CMYK Color: This is the color method based upon pigments. SECONDARY PRIMARY “CMYK” stands for CYAN, MAGENTA, YELLOW, and Black (its what the K stands for). Using these 4 colors, most other colors can be achieved. Unfortunately, CMYK ANALOGOUS cannot reproduce the same amount COMPLEMENTARY TERTIARY of colors as RGB can, which is why yellow-greens sometimes look a bit muddy when printed. This is the method used by printers the world over.

Color Types

x Maureen Olofsson Camp Brochure

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HEADLINES AND COLOR

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Discoveries online or in your mail

Online Resources cool websites • • • • • • • • • • • •

bamagazine.com qrcode.kaywa.com/ adobe.com issuu.com/moreyearbooks/docs/ microsoft_tag_tutorial mocoloco.com colormatters.com pinkmagazine.com graphic-design.com slubdesign.com/samples foliopublicationdesign.com bonotom.com http://ipiccy.com/

best design magazines • • • • • • • • • • • • • • • •

Rolling Stone Yahoo Internet Life Entertainment Weekly People Wired Lucky Hemispheres (UAL) Spirit (SWA) Teen Esquire Seventeen YM Teen People Cosmo Girl Spin ESPN

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• • • •

twitter.com/#!/MaureenOlofsson pinterest.com/moreyearbooks moreyearbooks.blogspot.com hjcye.org

hj resources • • •

“Herff Jones provides better guidance, better resources and better quality to deliver the best experience for you and your students.”

social network resources

youtube.com/user/HerffJonesYearbooks ?feature=watch yearbooks.biz hjstitch.com/

Rasmussen College was founded in 1900 in St. Paul, Minnesota as an innovator in education, bringing practical, career-focused education to the classroom. Today, the Rasmussen College community includes 22 campuses and more than 40 diverse online degree programs available to students around the globe.

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BSITES AND RESOURCES Even Page

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MAC Ink WIN Black

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