S E C T I O N F O U R

T H E M E A N D

V O I C EHOW TO YEARBOOK

S E C T I O N O N E

W E L C O M E T O H E R F F J O N E SA guide for new advisers.

S E C T I O N T W O

T E A M A N D L E A D E R SCultivate the community that works.

S E C T I O N T H R E E

I N T R O T O J O U R N A L I S MAn overview of the basics.

S E C T I O N F O U R

T H E M E A N D V O I C EIt unites the verbal and visual.

S E C T I O N F I V E

C O V E R I N G Y O U R S C H O O LThey all have stories to tell.

S E C T I O N S I X

R E P O R T I N G A N D W R I T I N GUse their words, not yours.

S E C T I O N S E V E N

C A M E R A S A N D P H O T O SCreate a photo worthy of the spotlight.

S E C T I O N E I G H T

L A Y O U T A N D D E S I G NMake it all fit together.

S E C T I O N N I N E

T OOLS OF T HE T RADEGetting started with eDesign and InDesign.

S E C T I O N 1 0

P E O P L E A N D I N D E XComplete the history book.

S E C T I O N 1 1

S E L L I N G Y O U R B O O KThe book only matters if people buy it.

S E C T I O N 1 2

W O R D S T O K N O WGlossary and curriculum alignment.

M O R E O N L I N ECheck out LearnYBK.com for more inspiration, guidance and skill-building.

010 - 950P R I N T E D I N E D WA R D S V I L L E , K S • U S A © 2 0 1 9

TAKEAWAYSfi e

T O M A K E Y E A R B O O K I N G S U C C E S S F U L

1 Understanding themeExperience the evolution of theme through an example. p. 08

2 Understanding voiceKeep writing consistent to carry your theme through the book. p. 22

3 Developing storylinesDon't panic. Theme does not have to be as difficult as you think. p. 06

4 Developing themeThe professionals know best. Use their work for inspiration. p. 30

5 Theme packetPrepare a theme. Maybe it will stick. Maybe it will just develop leadership skills. p. 32

T H E M E A N D V O I C E OVERVIEW

01

G L O S S A R Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 4

D E V E L O P I N G S T O R Y L I N E S . . . . . . . . . 0 6Essentials Highlight important events or people and put a fresh spin on stories you must tell year after year.

U N D E R S T A N D I N G T H E M E . . . . . . . . . . . 0 8Essentials Learn how theme is developed visually and verbally.

I D E N T I F Y I N G C O N C E P T . . . . . . . . . . . . . . 1 2Next Level Learn how themes become more advanced and conceptual. Skill-builder Personality quiz

E V A L U A T I N G T H E M E . . . . . . . . . . . . . . . . . . . 1 6Identify thematic elements and explain a school's theme. Skill-builder Digging deeper

T H E M E T E S T . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 8Essentials Your staff will know its theme is good when it can answer "yes" to each of these questions.

U N D E R S T A N D I N G V O I C E . . . . . . . . . . . . . 1 9Essentials Voice is how we understand the theme. Call it the book’s attitude or personality.

U N D E R S T A N D I N G V O I C E . . . . . . . . . . . . 2 2Next-level See how voice is defined visually and verbally. Skill-builder Magazine

voices

I D E N T I F Y I N G V O I C E . . . . . . . . . . . . . . . . . . . 2 4Next Level Discover how another school represents its voice.

E V A L U A T I N G V O I C E . . . . . . . . . . . . . . . . . . . 2 3Expert Explore how another school represents its voice. Skill-builder See how they do Skill-builder Making

connections

D E V E L O P I N G T H E M E . . . . . . . . . . . . . . . . . 3 0Additional skill-builders to develop your own theme. Skill-builder Image and word

collage Skill-builder Small-group

brainstorming Skill-builder Browse the list Skill-builder Package it

T H E M E P A C K E T . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 Handout Rough draft Handout Sketch your designs Handout Peer review Handout Self evaluation Handout Rubric

WHAT’S I N S I D ET H E M E A N D V O I C E

E R I N N H A R R I S , M J E

“You have to keep reinventing yearbook for yourself or it's going to be a snooze. You just have to make sure that you let the kids take the reigns. Your kids are going to change every year, but you are the constant. So, if you are not letting them take the lead, then you are going to end up doing the same thing every year and it is going to be boring.”

Y E A R B O O K A D V I S E R T H O M A S J E F F E R S O N H I G H S C H O O L F O R S C I E N C E A N D T E C H N O L O G Y A L E X A N D R I A , VA

T H E M E S E T S

T H E T O N E F O R

T H E S T O R Y L I N E

O F T H E Y E A R .

J E F F E R S O N C I T Y H I G H S C H O O L • J E F F E R S O N C I T Y , M O 0203

T H E M E A N D V O I C E GLOSSARY

0405

Closing Final pages of the yearbook (typically three pages or more) where the theme concludes. Should follow ads and index.

Copy The stories. Every spread should contain at least one story, also called a copy block or body copy containing mostly colorful student quotes.

Cover Outside of the yearbook which protects the printed pages. It displays the publication title, volume, date, theme and other required information.

Coverage Refers both to the topics featured on individual spreads and how the topics are highlighted. For example, typical topics covered in a student life section would include summer, the first day of school and homecoming. Typical homecoming coverage would include photos, copy and captions detailing the event.

Divider A spread used to separate each of the sections of the yearbook. A divider is usually theme-related in design and the copy links the main theme to the ensuing section.

Endsheet Heavier sheets of paper that hold pages to the cover. Endsheets may be plain or designed to reflect the theme. The front endsheet typically contains the table of contents listing.

Folio The spread identifier including page number, usually placed in the external margin.

Front lid Front cover of the book which includes the name of the book, the year and the theme. The theme should be developed both visually and verbally.

Graphics Elements such as color, white space, rule lines, gray screens, large initial letters and special type treatments which enhance the book’s design.

Index A list of names, places and subjects included in the book and the page numbers where they are found. Advertisers should be listed in contrasting type, as should topics. Indexes are vital to yearbooks so students can find themselves and you can monitor coverage.

Jump coverage Using more than one spread for a topic and linking the additional spreads to the first with a headline, logo or similar design.

Ladder A page-by-page diagram of the yearbook’s planned contents. Staff members use the ladder to stay organized and plan deadlines.

Opening The first few spreads which introduce the theme.

Reader service Both visual and verbal elements of the book that help readers navigate the content and find what they are looking for. These include repeated graphics, folios, indexes, table of contents, etc.

Section A traditional yearbook is typically broken into six sections: Student life, academics, organizations, people, sports and ads/index. These sections are used as organizational tools for the staffers and the readers.

Signature A 16-page grouping for offset printing. Yearbooks are printed in signatures, which are then folded, stitched and trimmed to be collated and bound into the book.

Spin-off A “mini theme” used as a section title. Spin-offs help carry the theme throughout the book.

Spine Area of the yearbook connecting the front and back covers. The name of the school, name of the book, city/state, volume number and year should appear on the spine in a way that reflects the theme.

Spread Two facing or side-by-side pages such as 2 and 3, 4 and 5, 6 and 7, etc. Designing in spreads helps your book look more cohesive.

Table of contents Listing of the pages containing the opening, sections, index and closing. The contents is usually printed on the front endsheet or in the opening, but not on the title page.

Theme A verbal statement and a visual look which tie all parts of the book together and provide a way to tell the story of the year. Also called a concept.

Title page The first page of the book. It should include the theme, the name of the book, the name of the school, the complete school address, the volume number, enrollment by grade, and year. The school telephone number, web address and enrollment should also be listed there.

W H A T ’ S T H E M E ?A theme ties the

book together and

sets the scene for

the story of the year.

A yearbook’s theme

has two components

— the verbal tagline,

and the visual

design. Conceive a

central concept that

drives the book.

W H E R E D O E S T H E M E

A P P E A R ?A theme appears

on the cover,

endsheets, title

page, opening,

divider pages,

index, closing

and folios. Don't

forget to develop

it in subtle ways

in recurring

modules.

H O W D O Y O U D E V E L O P

T H E M E ?Staffs can

present theme

through copy,

photography,

design, type,

graphics, color,

story content

and book

organization.

WORDS T O K N O W

T H E M E A N D V O I C E

T H E M E A N D V O I C E STORYLINES AND MUST-HAVES

0607

Themes can fall into several broad

categories. Consider the following

groups when brainstorming:

WE HAVE A GREAT REPUTATION, LEGACY

Perhaps this is an anniversary year. Make sure to emphasize the NOW, with only highlights to historical events, names and photos.

The Gold Standard Second to None

WE ARE THE CHAMPIONS

Based on spirit and accomplishmentsof the students or school. Statementsare positive and upbeat.

OK. Bring it On. All Eyes on You

WE CELEBRATE OUR GROUP IDENTITY

Focusing on the common values ofthe school or student body over theindividual.

Yes, We Can This is Our Story

OURS IS A SCHOOL IN TRANSITION

Changes at the school make goodthemes. Capitalize on new facilities,new staff, new schedules, shifts inenrollment, etc.

Expect the Unexpected Back on Track

WE DEFY STEREOTYPES

Do you really know us? Tell storiesabout students in your school andlet the audience see beyond thegeneralizations.

Define/Defy This You Know Our Name. Not Our Story.

LOCATION. LOCATION. LOCATION.

Using the location of the schoolwith a play on words or ideas is areader favorite — it only works if thewordplay is obvious.

From Here to There That Small Town Feeling

DETAILS. DETAILS. DETAILS.When you want to use numbers,definitions, facts and figures, orspecifics to help you tell your storyof the year.

You Do the Math Long Story Short

SO MANY CHOICES!

Show all your school offers and appealto a diverse student body.

All of the Above Keep Your Options Open

WE CELEBRATE THE INDIVIDUAL

Here’s your chance to tell theindividual stories of your studentswith quotes, features and profiles.

Find Yourself Your Voice. Heard.

WE CELEBRATE THE INDIVIDUAL AS PART OF A LARGER GROUP

Combining stories of a unifiedstudent body and the uniqueindividuals who fill it.

The Questions We Ask Reveal Who We Are

Enough about us, let’s talk about you

WE’RE ALL CONNECTED

Show the unity at your school or inyour community.

When it Clicks Only in Antelope

LIVE IN THE MOMENT

Come up with an idea that plays on the“now.” It might be a trendy phrase. Itmight capture contemporary life to atee. It might celebrate what it means tobe a teen now.

Find Your Why My Place. My Time.

WE’RE QUIRKY AND WEIRD

Your school is unique and yourstudents walk to their own beat. Noteveryone understands, but you do.

Sort of Close to Exactly Right Under the Circumstances

You want your theme to have impact. Choose one that helps you tell a story about being a student at your school at this time. Use as many specifics as you can think of to develop your theme.

Verbal The tagline or words should be memorable and flexible. The phrase should be simple and something to which students can relate.

Visual Use type, shapes, patterns and colors consistent with your message. There should be a theme look.

Unique to the school Another school may have used your theme, but you must make an obvious connection to your school.

Unique to the year The events of the year may be the same as the previous, but the individuals are not. There will be trends and fads which will make the year stand out. Use details in your copy and coverage to define the uniqueness of this school year.

Recognizable The reader should relate to and easily understand the theme. The theme-related pages should stand out for instant recognition.

D E V E L O P I N G

STORYLINESEssentials Highlight

important events or people and put a fresh spin

on stories you must tell year after year.

M A K E Y O U R T H E M E U N I Q U E Annual happenings

may be similar,

year after year,

but the people and

stories aren't.

Trends fade, but

they make the

year memorable.

Copy and coverage

should feature

that uniqueness.

Embody the story

of the year.

T HEMEMUST-HAVES

C A V E A T Some storylines

will not work at a

given school. For

example, school

in transition

only works if

your school is

undergoing

change. Take

what you can,

but know you

might have

a completely

different

storyline from

those listed here.

U N D E R S T A N D I N G

THEMEEssentials Learn how a theme is developed visually and verbally.

TURNER ASHBY HIGH SCHOOL

B R I D G E W A T E R , V A

Cover “Call it a Knight” is the verbal theme presented on the cover. The use of the yellow color emphasizes the theme words "Call it a” which will be repeated throughout the book.

Although the verbal theme is the largest element on the cover, the staff included the name of the book and the year in smaller text. The year and title of the book — Crag 2017 — should always appear on the front lid.

In addition to the distinctive font, the theme is visually developed through the yellow arrow on the ‘K’ and as a graphic filling with pictures.

The spine also carries the verbal theme and type treatment, the year, name of book, volume number, name of school, city and state.

W H A T D E F I N E S

T H E V I S U A L S ?Color, fonts,

letter forms

and design

details. The

colors and

fonts of the

book affect

moods, so

choose them

carefully. They

should match

the voice.

Pay close

attention to

letter forms,

also known as

case. Should

words be in all

caps? Upper

and lower

case? All

lowercase?

Front endsheet The visual theme continues on the endsheet with the same yellow arrow in the same location as on the cover. The theme tagline mirrors exactly the format used on the cover through fonts, colors and graphic shapes.

Echoing the tagline on the cover, the three sections for the book are all adaptations of “Call it a ____.” The contents are listed with an easy-to-read, page-number reference to guide the reader to the section.

Since the staff chose to divide the book in a nontraditional way, the names of the traditional sections sit below the theme-based labels.

Title page The picture on the title page again emphasizes "Call it a Knight" with a crowd shot from a school event.

The same type package, graphic pattern and verbal statement used on the cover and the endsheet have been repeated for continuity.

The information on the title page is valuable information for the record-keeping function of the book. The year, title of book, volume number, name of school, population, address and phone number are all required, along with theme-related information.

The staff also included number of students in each class and number of faculty and staff. Extended information is optional, but highly encouraged.

P R O T I PThink of your

theme like a logo.

It's how you

“brand” your book.

The theme phrase

should appear the

same everywhere.

Theme pages

should consistently

carry the visual

voice throughout

the book using

color, pattern,

shape and type.

T H E M E A N D V O I C E UNDERSTANDING THEME

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Opening The design of the opening spreads echos the endsheet and the title page. The theme tagline expands to "Call you a __" and "Call me a __" with student specific details following. Slightly repackaged, it employs the same type and colors.

The theme is developed further in the copy which suggests adjectives for what one should call a student at the school. The theme concept is complete verbally and visually and is ready to be carried out on divider and closing pages.

F I N D I TFor more sample books and

themes, check out Portfolio, our

carefully curated collection of

books bound by us. See boundby.us

Divider The divider repeats the theme display font, color and graphics package. The copy includes specifics to make the verbal connection between the theme and the section contents.

Alluding to the theme, at the top of the spread, the staff included a mod with students answering one word to describe themselves, and why they chose that word.

On each divider, the staff included a more detailed table of contents for what is specifically in the following section.

Coverage pages Even on pages inside the sections, hints of the theme are obvious. From the yellow bar with student descriptors, to mods beginning with the “Call it a” tagline, the theme is subtly reinforced.

Caption starters further incorporate the theme, with inclusion of arrows at the beginning of the text.

Closing A repeat of the opening spread design, the closing features the arrows, theme font and color, and running header of student quotes.

The copy provides a wrap-up for the year through coverage of spring events. The verbiage also re-directs you to the three sections (person, student, team) and reiterates how the three form the theme of the year.

T H E M E A N D V O I C E UNDERSTANDING THEME

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I D E N T I F Y I N G

Next Level Learn how themes become more advanced in a conceptual way.

MOUNTAIN VIEW HIGH SCHOOL

M E S A , A Z

Cover “Wait, What?” is the verbal theme presented on the cover. The use of the handwritten typeface emphasizes the inquisitive nature of the theme.

Although the verbal theme is the largest element on the cover, the staff includes the name of the book and the year in smaller text. The year and title of the book — La Vista 2017 — should always appear on the front lid.

In addition to the distinctive display font, the limited color palette is emphasized, with only black, white and a pop of red on the cover.

The spine carries the verbal theme tag and type treatment, but emphasizes the year, name of book, volume number, name of school, city and state.

PERSONALITY QUIZ

Dig deeper into theme Assemble a collection of yearbooks. Come up with adjectives to describe the personality of each book. Share answers and discuss.

What adjectives describe your last three books? What adjectives will describe your current book? Could these adjectives be used to create a concept book?

Front endsheet The theme continues on the endsheet with the same handwritten font. Spin-offs of the theme are also introduced.

The table of contents is a complete listing of pages, and notes the book is divided chronologically by season.

The cut-out photo, complete with caption, makes the reader do a double take and think, “Wait, What?”

Title page The picture on the title page again emphasizes the tagline with two students conversing with Chewbacca, creating a visual and verbal interaction.

The same type package, minimal color palette and verbal statement used on the cover and the endsheet repeats for continuity.

The staff included essential record-keeping information about the school. Remember, above all else, this is a history book.

T H E M E A N D V O I C E IDENTIFYING THEME

1213

CONCEPT

G O I N G H Y B R I D

A traditional

book often

employs spin-

offs, usually a

wordplay on

the tagline. In

contrast, the

abstract concept

book uses sections

revolving around

the main concept.

Staffs often use a

hybrid of the two

methods.

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T H E M E O R C O N C E P T ? A traditional

theme book

features a catchy

verbal tagline,

often a familiar

phrase. A concept

book relies on a

broader, more

abstract idea —

sometimes one

word — to tie the

book together.

A traditional

theme book uses

six standard

sections to

organize the

contents. A

concept book may

lend itself to a

different type of

organization.

Opening The opening is a logical continuation from the cover, endsheets and title page, using similar design elements. The type package, with different wording, appears with conversational copy to reinforce the theme.

The copy highlights events throughout the year, all of which make the reader stop and say, "Wait, What?"

T H E M E A N D V O I C E IDENTIFYING THEME

1415

Divider The dividers, and other theme pages, focus on the events throughout the year that verify the staff's choice in conversational theme.

The dividers continue the theme package from the cover and employ new phrases of disbelief.

Coverage pages From the red type to the handwritten font, to theme spin-offs, the theme is subtly reinforced on interior pages.

Closing The copy and captions conclude the events of the year. Captions throughout the theme development pages were specific and served as coverage for the events.

Be patient with closing spreads. They are often the last spreads you work on. Save photos through the year to avoid scrambling for good content at the final deadline.

PUT A THEME ON IT

Use this checklist to help brainstorm how to include theme-related content.

What verbal and visual theme elements belong on coverage pages?

How can you do so subtly?

What about a spread makes it obvious it belongs with the rest of the book?

F I N D I T O N L I N E

For more sample

books and themes,

visit LearnYBK.com

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DIGGING DEEPERIdentify thematic elements and explain a school's theme.

LONGMONT HIGH SCHOOL

L O N G M O N T , C O

COVER

1. What is the verbal statement of the theme?

2. What graphic elements appear on the cover?

3. What other required information is included on the cover?

FRONT ENDSHEET

4. What elements on the cover are repeated on the endsheets?

5. What elements not found on the cover have been added?

6. How is the book divided? How does this further theme development?

Directions Look closely at the cover, endsheet and theme spreads from Longmont High School. Answer the questions accompanying each example. Then, write three adjectives describing this theme and explain why you chose them.

TITLE PAGE

7. What elements from the cover and endsheet are repeated on the title page?

8. What is the required information on the title page?

OPENING

9. What elements on the cover, endsheets and title page are repeated in the opening?

10. How do the folio lines reflect the theme?

DIVIDER

11. What visual elements are repeated on the fall divider?

12. What elements make the theme relate to the fall section?

COVERAGE SPREAD

13. How has the theme been carried onto the Oct. 23-30 coverage spread?

CLOSING

14. How does the closing wrap up the theme?

T H E M E A N D V O I C E EVALUATING THEME

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T H E M E A N D V O I C E THEME TEST AND VOICE

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Essentials Your staff will know its theme is good when it can answer “yes” to each of these questions:

Is your theme recognizable? Does it set the scene for the story of the year?

Does it work as a framework for the whole book? Is it easy to understand?

Could it be placed on a bumper sticker or T-shirt and be understood?

Is your theme repeatable? Can it be repeated on every theme spread and add to the story of the year without being forced?

Does it lend itself to story topics and layers of supporting coverage in every section?

Is your theme relevant? Does it tell the unique story of your school, this year?

Does it capture the emotion and attitude of the school, this year?

Theme requirements Is the tagline memorable and flexible enough to adapt to every section of your book?

Are typefaces, shapes, patterns and colors consistent?

Essentials Voice is how we understand the theme. Call it the book’s attitude or personality. The voice is how your book feels, conveys storylines and connects with readers. Voice is an adjective.

What is voice? The more clearly the book's personality is defined, the more unified the book becomes. The goal is for everything to work together — theme, voice, design and coverage — to create a cohesive package for the storyline. Voice is theme- or concept-dependent and should be based on adjectives. Limiting the definition to no more than two descriptors for the feel of your theme will help focus decisions.

What inspires voice? Staffs should browse magazines, ad campaigns and other media, looking for the voice they seek. These can serve as inspiration for the theme visually and verbally.

What is visual voice? Visual voice determines what fonts work best. It helps focus the choices for colors, design style and graphic elements. If your theme is described as commanding and confident, you probably wouldn't choose a dainty script font to convey a bold feeling.

Define it Write the opening copy before making any design decisions. This method forces you to focus on voice early in development. It ensures a clearly defined voice and a cohesive package in which the verbal and visual reinforce the theme or concept.

Will any of the adjectives describe the feeling you want your theme to convey?

AdmiringAmusedAppreciativeCalmCelebratoryCheerfulConfidentComfortingCommandingContemplativeDeterminedDignifiedDirectElatedEnergeticEmpoweredExcitedExhilaratedFriendlyGushyHappyHopefulHyperIntrospectiveJoyfulLight-heartedLivelyNostalgicOptimisticPassionatePlayfulProudQuestioningReflectiveReverentSelf-assuredSentimentalSeriousStraightforwardUncertainWelcomingWhimsical

T Y P EChoose a typeface with

many weights (light,

regular, bold), one that

conveys the essence of

the theme and one that

is easy to read. Use the

"essence" typeface

for headlines and

large uses.

G R A P H I C SThematic graphics

should appear on the

cover. These visuals

repeat every time the

theme is presented.

Each page may be a

little different, but

each theme page

should be clear.

U N D E R S T A N D I N G

VOICETHEMET ES T

E A S T P A U L D I N G H I G H S C H O O L • D A L L A S , G A

2021

V O I C E I S T H E

P E R S O N A L I T Y

O F Y O U R B O O K .

E V A L U A T I N G

VOICENext-level See how voice is defined visually and verbally for the next two book examples.

ATLEE HIGH SCHOOL

M E C H A N I C S V I L L E , V A

Cover and title page “This is Your Time. Don't Hold Back” is the theme presented on the cover. The use of all capital letters adds force to the tagline.

Using all caps type and one bold rule line, which extends off the cover, these choices reinforce the drama and in-your-face feel the theme needs to portray.

The theme package from the cover repeats on the title page. The folio repeats the extended line.

MAGAZINE VOICES

Learn from the professionals.

Choose three to five spreads from several different magazines and tear them out. Laminate or tape them together in spread form.

Mix all spreads together.

Take a spread and write adjectives to describe the tone of the magazine.

Come together and find other spreads from the same magazine. How do you know they go together? Do they use the same voice?

You should have a consistent voice just like these magazines.

Front endsheet The endsheets repeat the theme package from the cover. The picture, a girl being held back by bars, creates a visual/verbal connection between the theme and the contents because she is physically breaking the barrier by which she was being held back.

The staff decided to break their content into sections by grading period — the students' literal time.

Opening The opening copy references

year-specific events and people.

The voice of the book is direct and conversational, insisting that the reader take the time to devour the contents inside.

The opening is in first person. The copy demands the readers take ownership — this is their time.

Closing The closing features the same white text seen throughout the theme pages, with a narrow stack of pictures, mimicking the line on the cover.

The copy is again direct and conversational with references to specific people during the year. This reinforces the idea that this book belongs to the readers, helping enhance the voice of ownership throughout the book.

T H E M E A N D V O I C E EVALUATING VOICE

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Opening The voice is visually developed in the opening with the same capitalization patterns as the cover. Descriptors of 'whisper' are in a thin, lowercase font, while 'roar' words are capitalized and bold. The photos in the opening reflect the dual voice, with a silent prayer for whisper and a screaming assembly for roar.

Along with story-telling photos, the staff elaborated on the sound-specific theme. The copy highlights sounds, both quiet and loud, to draw out moments which will reappear in coverage pages.

Dividers Detailed contents listings are enhanced with relevant onomatopoeia, which sticks to the quiet and the loud.

Expressive photos lead to captions which begin with more 'whisper' and 'roar' words.

Closing While theme is expressed literally by the words 'whisper' and 'roar,' voice is expressed by the different feeling of each page. In this case, the little girl encompasses the idea of a 'whisper' and a 'roar' or perhaps a 'roar' coming in a small package.

Expert Explore how another school represents its voice.

CHRIST PRESBYTERIAN ACADEMY

N A S H V I L L E , T N

Cover “The Whisper and the Roar” is the verbal tagline presented on the cover.

The mixture of all lowercase and then all uppercase words reinforces the soft tone of “whisper” and the demanding voice of “ROAR.”

This is a pride theme but not a “rah rah” pride theme. It is a more thoughtful, serious pride. The verbal voice seen in the opening copy matches this forceful, quiet, confident pride.

Front endsheet The front endsheet reflects the pride-focused theme with a picture of the school mascot and students in school colors.

The theme package from the cover continues seamlessly to the inside. As a reader service, there is also a complete listing of content.

P R O T I PWhile browsing,

a reader should

see consistency on

each spread. This

does not mean

pages should be

identical, but

there should be a

strong unifier.

T H E M E A N D V O I C E IDENTIFYING VOICE

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OP

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OP

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DIV

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CL

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E VALUAT ING VOICE

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P R O T I PRegardless

of theme

presentation, the

reader should

easily recognize

the unifying voice.

Having a single

staffer write all

theme copy

can help.

SEE WHAT THEY DIDIdentify how another school developed its voice.

WALNUT HIGH SCHOOLW A L N U T , C A

Opening copy “You know what’s better than sleeping in? Nothing. But you came to zero period orchestra anyway. I mean, who does that? Present you probably wants to cry... but future you will appreciate this, right? Your legs had the best intentions this morning. They carried you into this room. They set you onto this chair. And they’d like you to know they’ve made a horrible, horrible mistake. Too late, legs. I guess we play Vivaldi’s Concerto for Four Violins in B minor now. With one hour of sleep. Next to an untuned violin. At 6:50 a.m.”

“There’s a strategy to where you sit in class. Especially Maletz’s class. Choosing your seat is just way too much freedom... is what I would’ve said if I didn’t actually want to choose my seat. I guess it depends on your goal. Do you want to get an A? Or be the first in the lunch line? Well, the middle it is. It’s third period and your eyes are already on the clock. Twelve minutes. Eleven. Five. But it’s not just you. Everyone’s packed up already. Everyone’s already done. ‘You know, one day, I did the math. If you pack up... lose... days from...’ But you’re not even listening. In fact, you’re not even there. You’re already gone.”

“Not only did two sophomores make State, they placed in the top 10 two years in a row. That’s the Arriaga twins for you. Back in the day, underclassmen just didn’t win so much. You know, it’s a good thing when freshman Vianna Sanapanya is one of the best on the team... Makes you question, ‘What am I even doing with my life?’ But you’re better off for it. When Girls’ Varsity Tennis arrives in full-on pajamas in the morning, you’d think all they do is lounge around. You’d be wrong. Bet you didn’t think they would push through four hours of nap time, just to wake up and dominate CIF Quarter Finals. I mean, who does that?”

T H E M E A N D V O I C E EVALUATING VOICE

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Directions Look closely at the cover, endsheet and theme spreads. The theme copy is pulled out on the right for easy reading. After studying each example, answer the questions on p. 29. Then, write a paragraph describing the voice and theme of the book.

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Divider copy “This is your student life. It’s all your choice. Scream your heart out at the rally or during lunch... at homework you probably should’ve finished. You should probably go to the rally. I mean, where else could you clap until your hands turn red, shout until you lose your voice, cheer so hard your ears ring for hours... But when that ringing stops? It starts all over again with Schultz Hulk Smash where you get shoved around like your life depends on it. But take some time for yourself, Go to the ASB-hosted dog day and get over your dog days. Because when you see Coach Jerry Knox shooting a 3, you jump up, cheering louder than ever and feel like you can take on the world. Because you can.”

Coverage spread headlines Break Tradition “It's Fun and That’s the Point.” Twice the Fun Call the Pros

Closing copy “...and that’s it. I mean, if by ‘that’s it’ you mean a literal Parade of Champions because we win so much. Do so much. Who does that? When you’re ballin’ it up to the third level of CIF like Girls’ Varsity Basketball or awarded so much you become the most decorated Walnut athlete THE senior Mia Dow or making it up like ASB with a long overdue Sadie’s you start to wonder... Who at Walnut doesn’t do that? It’s always on display, 24/7: the new Walnut brochure, gym floor (courtesy c/o 2017) Walnut High School Principal Instagram All of us struttin’ our stuff. Come on, we’re Walnut. We do that. Who else could it be?”

ANSWER THESE:

Cover 1. What is the verbal statement of

the theme? 2. What graphic elements appear

on the cover? 3. How are the visual and verbal

voice established?

Front endsheet 4. What elements on the cover are

repeated on the endsheets? 5. What elements not found on the

cover are added?

Title page 6. What elements from the cover

and endsheet are repeated on the title page?

7. What is the required information on the title page?

8. What optional information is included?

Opening 9. What elements on the cover,

endsheets and title page are repeated in the opening?

10. What adjectives would you use to describe the voice?

11. How does the theme apply to the specific school and year?

12. How does the copy fit the theme tagline?

Divider 13. What visual elements are

repeated on the student life divider?

14. What elements make the theme relate to the section?

15. How does the copy continue the theme from the opening?

Coverage spreads 16. How has the theme been

carried onto the coverage spreads?

17. What personality do the headlines have?

Closing 18. How does the closing wrap up

the theme?

1. Read the opening copy. How does the theme apply to the specific school and year?

2. What voice does the theme evoke? Will this theme be fun? Contemplative? Edgy? How do you know?

3. What spin-offs or mini-themes does this staff use to further the verbal theme? Are they effective?

4. Does the verbal theme appear elsewhere in the book? In headlines? In the copy? Does it fit? Is it effective?

5. List all of the places the theme appears in this book.

6. Sketch a small copy of the cover.

7. Sketch the visual elements repeated in the book.

8. How do the visual elements relate to the verbal message?

9. How do the colors on the cover, endsheet and theme pages demonstrate the theme?

10. How does the typography support the theme?

11. From what you have observed, is this theme effective? Why or why not?

T H E M E A N D V O I C E EVALUATING VOICE

2829

SEE WHAT THEY

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MAKING CONNECTIONS

Evaluate and analyze another

yearbook's theme and voice to build

knowledge of theme basics.

Look through an old

yearbook. Identify

the visual and verbal

components of the

theme. Answer the

following questions

with as much detail

as possible. Share

your observations

with the staff.

T H E M E A N D V O I C E STUDENT GROUP PROJECTS

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D E V E L O P I N G

THEMEIMAGE AND WORD COLLAGE

Make an inspiration board.

MATERIALS: A variety of recentmagazines, tape, poster board and markers.

At the top of each poster, write the following concepts: Technology, pop culture (including music, movies and TV), slang, fashion and trends. Devote one poster to each concept.

Browse magazines for images or phrases that fall under each category. If you find a phrase, write it on the paper. If you find an image, tape it up for the class to see.

When you have covered the posters with images and words, reflect on what you found:

1. Are any of the phrases theme-worthy?

2. What do these images or phrases tell us about our lives as teenagers?

3. What do these images show us about our society? Our values?

SMALL-GROUP BRAINSTORMING

Don't go it alone.

MATERIALS: Poster board, tape,different colored markers, timer

DIRECTIONS: At the top of big pieces ofpaper or poster board, write each ofthe following questions, devoting oneposter to each question.

1. Are there any important changes next year? Note: Getting a new principal is not important enough.

2. What adjectives would you use to describe our school?

BROWSE THE LIST

Get inspired.

When all else fails, go to the list of themes on our website. Download the theme list and print it for the students to browse. Ask students to choose three or four that appeal to them.

Then, consider how they can make each theme work:

1. How can this theme relate to our school? To the year?

2. How can we make it different from the way another school might have used it?

3. What coverage ideas does the theme suggest?

4. What visual elements does the theme suggest?

PACKAGE IT

Use the worksheets on the following pages to brainstorm potential themes.

Have students form groups of three or four and give them a few weeks to make theme packets. The packet will contain a mock-up of: cover, endsheets, title page, opening and divider, as well as one section of design. Design on blank Herff Jones Sqaure OneTM

gridded notepads.

Print or cut photos from magazines and glue them on your final printouts. Fill your copy and caption blocks with placeholder text, but write realistic headlines and create layers of coverage to demonstrate how they would relate to the theme.

Next-level staffers can create their theme packets on eDesign or InDesign. The final theme packet should be printed at 100 percent of size. Then, “bind” it in some way using tape, string, yarn or glue so you open the cover and see the endsheet.

PROJEC TS FOR DE VELOPINGTHEME

D R I V E I TTheme is a vehicle

for telling stories.

Make sure the

theme you choose

will help you tell

all the stories of

the year.

3. What expressions do students at our school use?

4. What impact does our school have on the community?

5. In what ways is the community involved in our school?

6. What outside influences impact our school environment? (Examples include technology, pop culture, socioeconomic status)

7. In what ways does our school’s location impact us?

Break into seven groups — one for each question. Give each group a different colored marker. Set the timer for two minutes. Each group should brainstorm answers to its question. When the timer goes off, each group moves to a new question. Repeat the process until each question has been answered.

At the end of the brainstorming, post all seven questions and their answers together. What do the students notice about their answers? Do one or two ideas repeat themselves? Does a theme-worthy phrase or idea present itself?

S K E T C H Y O U R D E S I G N S

Cover including front lid, spine and back lid Folio design

Front endsheet Back endsheet

Title page Opening spread

Divider Coverage spread

R O U G H D R A F T

THEME PACKETWith your group members, choose a theme idea to develop for the project. Brainstorm visual and verbal theme ideas. Turn in a summary of your theme ideas for teacher feedback.

Name Due

Verbal theme idea

Explain your themeHow does the theme apply to your school this year?

What attitude or tone does the theme evoke? Will this theme be fun? Trendy? Whimsical?

Consider your coverageHow will you incorporate your theme into your coverage?

Will you rearrange the sections of your book? If so, how?

Will you rename the sections? If so, what will you name the sections?

Will you use theme-related layers of coverage? If so, what will they be? Where will they appear?

Create your visual lookWhat visual elements will you use to demonstrate your theme?

How will you use color to carry out your theme?

T H E M E A N D V O I C E THEME PACKET

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After you sketch, finalize theme concept and layouts. Using Square OneTM notepads, Paste dummy photos and text, if necessary. Assemble final packet. Complete self evaluations.

P E E R R E V I E W

THEME PACKETProvide feedback to classmates. Analyze and evaluate the visual and verbal elements of a theme.

Verbal theme idea

How does this theme idea relate to the school and the year?

How could this theme add to our coverage options? What layers of coverage or spread ideas does it bring to mind?

What visual elements does the group use to demonstrate the theme? Do the visual elements fit?

Describe how the visual and verbal elements are consistent from spread to spread. What suggestions do you have for improvement?

Do all of the spreads follow basic design rules? For example, do they have a clear dominant element? Use a grid structure? Is there a caption for each photo?

What is the greatest strength of this theme idea?

Provide at least one additional suggestion for improvement.

S E L F E V A L U A T I O N

THEME PACKETEvaluate your contribution to the group and to the theme packet.

Name Group

Answer the following questions in complete sentences. Be specific, detailed and truthful. This is the time and place to share concerns you may have about your grade, your group’s project or another group member’s contributions.

What, specifically, did you do for the theme packet project?

At any time, did you take on the work of another group member and either fix, finish or change another person’s work? Why did you do this?

At any time, did someone else have to fix, finish or change your work? Why did this happen?

Do you feel that everyone in your group equally contributed to the project? List your group members below, and detail your impressions.

What grade would you give yourself for this assignment? Why?

T H E M E A N D V O I C E THEME PACKET

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R U B R I C

THEME PACKETEvaluate the final draft of the theme packet

Names of group members

Verbal theme idea

Theme packet activities are complete (20 points)

Rough draft

Peer review activity

Theme packet is complete (40 points)

Written explanation of theme

Cover includes front lid, spine and back lid

Front and back endsheets

Title page

Opening spread

One divider design

One section design

Folio design

Theme packet (40 points) (5 Outstanding; 1 Poor)

Explanation of theme relates idea to school and year 1 2 3 4 5

Explanation of theme explores coverage options 1 2 3 4 5

Verbal catch phrase is clearly stated throughout 1 2 3 4 5

Visual elements demonstrate verbal theme 1 2 3 4 5

Visual and verbal elements are consistent throughout 1 2 3 4 5

Designs have a dominant element and consistent white space 1 2 3 4 5

Title page includes school information 1 2 3 4 5

Entire packet reflects attention to detail 1 2 3 4 5

Total

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