3.1 | Theme

STEP 1 - LEARN View this presentation to understand the purpose of a theme and how it is developed.

THEME The theme sets the tone for the story of the year. Theme statements are lighthearted or serious. They ask a question or make a statement. They reflect pride in the school or mark an important milestone. They make readers feel special. A theme that comes from a close examination of the immediate environment better reflects the school and the year than one that is dreamed up simply to be clever.

THEME A good theme meets certain requirements. Recognizable Relevant Repeatable Recognizable: Readers understand the concept and realize what the staff is trying to accomplish with the theme. Readers can identify the theme development pages. Relevant: Readers understand how the theme relates to their lives and school and to the year. The theme makes sense to them. Repeatable: The theme can be used repeatedly, yet flexibly, throughout the book.

THEME The perfect theme concept inspires content. A theme is more than a phrase or image on the cover – it provides a platform for telling the story of the year. Verbal and visual stories supporting the theme concept run through the sections, often in content modules that are sometimes labeled with theme-related phrases. On the next slides, we will look at a couple books with great theme development. The theme chosen by the yearbook staff inspired and guided their coverage of the school year and encapsulated something unique about their school, year or students.

Glenbrook South High School [IL] This is the front and back cover. The school name running down the middle of the book lands on the spine. Ask the class: What is their verbal theme? (WHO knew? Now you KNOW.) What visuals do you see that you would expect to run through the book? (strategic use of all-caps on specific words, san serif font (font without feet), outlined words, an open airy feel, clusters of photos, moiré pattern graphic along edges as seen along the vertical grouping of photos, yellow octagons. Glenbrook South High School [IL]

Glenbrook South High School [IL] This is an image of the front endsheet. The endsheets are the first thing you see when you open a book – they are pieces of paper that attach the cover to the pages of the book. Notice how the design of the endsheet reflects the design we saw on the cover. What elements do you see repeated from the cover? Octagons, yellow, san serif font, outlined letters, the phrase “WHO knew?” Glenbrook South High School [IL]

Glenbrook South High School [IL] This is an image of the title page. The title page is the first page of the book and should include information about the school like address and enrollment numbers. What theme elements do you continue to see? (A use of blue and yellow as dominant colors, fonts, strategic use of all caps, yellow octagon.) Often, schools will introduce one or two more visual elements on their endsheet and title page that weren’t seen on the cover. What are some new elements? (color blocks behind words, inset photos) Of course, the theme is first presented on the cover, but it is the copy in the opening section that verbally introduces the theme idea. On the theme presentation pages, headlines, captions and copy tell facts and anecdotes about the year’s events and use quotes from the people involved to show how the theme’s focus is appropriate for the year. Glenbrook South High School [IL]

Glenbrook South High School [IL] This is an image of the a divider page. Divider pages are placed between sections of a book as a way to separate them. Since this book is organized chronologically, or by time rather than topic, their dividers include the name of the month they are about to cover plus a mini table of contents. Notice the consistent theme elements. Good theme development requires team work and communication. Just like in the real world of business, each person cannot simply do what they want. Once theme elements were determined, this editors communicated them and made sure each element, font style and size and color was clearly displayed for the staff. Glenbrook South High School [IL]

Glenbrook South High School [IL] This is an image of an activity page from September 30-October 6. Not only is the visual theme quite clear, but they have included a verbal tie-in with the module in the lower right corner. “Who Knew” has been spun off to “Who knew my homecoming would be different?” allowing them to cover homecoming in a new way. Main page headlines do not need to reference the verbal theme. Glenbrook South High School [IL]

Glenbrook South High School [IL] Another example of their verbal spin-offs: “Now you know” has been spun off to “Who knows you best?” Main page headlines do not need to reference the verbal theme. Glenbrook South High School [IL]

Glenbrook South High School [IL] Another example of their verbal spin-offs: “Now you know” has been spun off to “I know the best way to study.” A good theme inspires coverage, new angles on old topics and fresh perspectives. Glenbrook South High School [IL]

Glenbrook South High School [IL] This specialty page matches their visual theme. Notice the use of octagons, the moiré pattern, fonts and color blocks. It also matches their verbal theme. “Who Knew” allowed them to cover the stories of musicians that never expected their passion to fall in that area. Glenbrook South High School [IL]

Glenbrook South High School [IL] Every page in the book should be interesting to lots of students. This portrait page includes quotes from students who are not on this spread, along with their theme tie-in. Glenbrook South High School [IL]

VERBAL DEVELOPMENT OF THEME A few words can set the tone for the theme and the story of the year. The overall theme concept spawns spin-off phrases. Direct spin-offs: Feature key words pulled directly from the theme statement Conceptual spin-offs: Rely on the concept introduced by the theme rather than on the words. Brainstorming to generate a list of facts about the school and the particular year can year can yield the words that capture the theme idea in the form of a catch phrase or slogan. The tone and style of the slogan are as important as the words in capturing the essence of the year. On the next slides, we will look at a couple books with great theme development. The theme chosen by the yearbook staff inspired and guided their coverage of the school year and encapsulated something unique about their school, year or students.

VISUAL DEVELOPMENT OF THEME Graphics and colors convey feelings Think about the feeling you want to convey with your book and design around that. Brainstorming to generate a list of facts about the school and the particular year can year can yield the words that capture the theme idea in the form of a catch phrase or slogan. The tone and style of the slogan are as important as the words in capturing the essence of the year. On the next slides, we will look at a couple books with great theme development. The theme chosen by the yearbook staff inspired and guided their coverage of the school year and encapsulated something unique about their school, year or students.

Dos Pueblos High School [CA], St. Marks School of Texas [TX] Compare these two covers from award-winning books. Think about the feeling they give about what is on the inside. The Dos Pueblos book has a feeling of retro edginess and bold movement. The theme title, “Dynamic,” reflects the graphics. In contrast, the St. Mark’s cover is classic and classy, with understated colors and graphics. They don’t state their theme on the cover, just the name of their book, The Marksman. Let’s continue to compare their theme development. Dos Pueblos High School [CA], St. Marks School of Texas [TX]

ENDSHEETS Dos Pueblos High School [CA] Teacher, engage students by having them name verbal and visual theme elements on each of the following pages. Watch for: Lines Use of blue – taken from the I in Dynamic, it is often used as a colored rectangle graphic element. All caps San serif headlines Photo shapes and arrangement Spacing between photos Dos Pueblos High School [CA]

OPENING PAGES Dos Pueblos High School [CA]

COVERAGE Dos Pueblos High School [CA]

COVERAGE Dos Pueblos High School [CA]

DIVIDERS Dos Pueblos High School [CA]

PORTRAITS Dos Pueblos High School [CA]

CLOSING Dos Pueblos High School [CA]

ENDSHEETS St. Mark’s School of Texas [TX] Teacher, engage students by having them name verbal and visual theme elements on each of the following pages. Watch for: Unique font treatment Infinity sign Understated colors, especially blue and cream Serif font Bow tie Strong vertical lines St. Mark’s School of Texas [TX]

OPENING St. Mark’s School of Texas [TX]

COVERAGE St. Mark’s School of Texas [TX]

COVERAGE St. Mark’s School of Texas [TX]

DIVIDERS St. Mark’s School of Texas [TX]

PORTRAITS St. Mark’s School of Texas [TX]

CLOSING St. Mark’s School of Texas [TX]

STEP 2 - PRACTICE In groups, reference Start Right Handout 3.1 – Getting into the Swing of Themes to brainstorm theme ideas for your book. Brainstorm for 20 minutes Select a spokesperson from your group to present your ideas

STEP 3 - USE As a class, select your 10 best ideas for further exploration and development.