Purpose of this document



Purpose of this Document

The purpose of this document is to provide a quick reference guide to all production and staff-related aspects of the yearbook. This manual is divided into three sections.

The first section includes position descriptions that relate to the function of the staff and its subordinate bodies. Policies regarding staff membership are located in this section.

The second section contains information that is directly related to the production of the book. Policies regarding book content and selection are included within this section as well.

The third section includes information regarding book content with respect to layout, story, caption and photographic content.

The appendixes provide copies of the grade sheets for photo, ad sales, and writing assignments; Page Editor assignments; trimester grade sheets, and any other related grade information. There is also a copy of the course syllabus.

SECTION ONE: Position Descriptions

Staff Members:

Every member of the publications class is considered a staff member. Each staff member plays an all-important role in developing plans for the book as well as making certain those plans are carried out fully. Whether a rookie staff member, an experienced editor, or an adviser, each position on the staff deserves attention to details and the understanding that every task makes a difference in the quality of the book. As the staff learns new skills and works as a team, the job of producing a quality book becomes much easier.

Expectations:

1. master basic yearbook skills

2. commit to production tasks and fulfill responsibility for that commitment

3. complete ad sales as instructed

4. promote good will within the staff

5. communicate concerns to editor and/or adviser

6. Meet deadlines!

The Adviser

The adviser is the coordinator of the entire yearbook project, from selecting staff members and editorial positions to checking final copy, overseeing finances, acting as a liaison between administration and the yearbook staff, and between the printing company and the yearbook staff.

Expectations:

7. to educate through instruction in basic journalism and organizational/management skills

8. be available to advise staff members and editors

9. motivate the staff by promoting a sense of directing, by instilling pride, and encouraging the staff through positive reinforcement

10. maintain open, consistent, constant communication

Editors:

Editors are selected by the adviser. These are students who exhibit leadership and teamwork abilities. Such leaders preferably have previous yearbook production experience, but experience is not the sole criteria for selection. Students interested in leadership positions may request to be considered for a specific position.

The Editor-in-Chief sets up the computer page templates for the different yearbook section(s). The Editor-in-Chief’s job is to work with the staff-editors, for the most part they do not perform computer, design, or layout work during yearbook class time.

The editor-in-chief and the associate editor(s) direct mini-staff groups, including brainstorming for section layout designs, keeping sections fresh and consistent, and incorporating the theme and design elements.

Editors provide leadership to production teams. Editors approve design and proof copy. Editors teach, encourage, and mentor staff.

Expectations for editors:

11. assist in teaching basic skills, earning credibility through one-on-one work with staff members

12. guide the planning and production processes including brainstorming sessions and deadline schedules

13. organize ladder with adviser

14. motivate staff members with positive, constructive feedback and rewards

15. be responsible for development of the yearbook theme, design of the cover, endsheets, opening, divider pages, and closing—keeping the theme incorporated

16. keeps records of page submission to plant

17. attend and lead Page Editor meetings

18. attend editor meetings

19. establish and produce the style guide: a set of style considerations to help guarantee consistency in the treatment of columns, body type size, style, and leading, capitalization and punctuation, attribution, abbreviations, and other details specific to the book

20. meet deadlines and ensure that the groups meet their deadlines

21. Be responsible for collecting the completed yearbook pages and delivering to the yearbook publisher. Also make a copy of the CD being sent to keep on file in the yearbook classroom.

22. Communicate openly and directly to adviser regarding all problems, suggestions, and concerns regarding your position, staff issues, yearbook production issues, and any other yearbook-related matters

23. Call tech support, yearbook plant contacts, and/or yearbook rep as needed for yearbook creation/production issues

24. Trains and prepares associate editor for their editorship the following year.

25. Motivate staff members throughout the year

Remember there are three major things that editors struggle with:

• Missed Deadlines

• Bad Writing

• Missed Moments

Missed Deadlines: Don’t miss them!! Make a grade and plan ahead.

Bad Writing: Have the writer read to themselves aloud, then have five other people read aloud.

Missed Moments: Send everyone in two’s.

Associate Editor:

The Associate Editor is selected by the Editor-in-Chief and the Adviser and is the Editor-in-Chief their senior year. While Associate Editor, they are expected to observe and learn all things necessary to run the production process.

Expectations for the associate editor:

• attend editor and Page Editor meetings

• assist in page production as a Page Editor until deadlines permit otherwise

• observe editor and participate when directed to do so

• Communicate openly and directly to adviser regarding all problems, suggestions, and concerns regarding your position, staff issues, yearbook production issues, and any other yearbook-related matters

• Call tech support, yearbook plant contacts, and/or yearbook rep as needed for yearbook creation/production issues

• index all pages of the book

Photo Editor:

The Photo Editor is responsible for preparing and assigning the photographs to be placed and used on yearbook layouts. The Photo Editor must work with the Editor-in-Chief and the staff groups to ensure that they are assigning photographers to photo opportunities that are vital to pages.

Expectations:

26. keeping abreast of school activities for which to assign photographers

27. coordinate photo shoot assignments

28. maintain communication with photographers and ensure photos will be shot

29. take photos

30. set a good example of being a quality photojournalist for staff photographers

31. inform photographers on how to use cameras correctly and take quality photos

32. work with mini-staff groups

33. following editor’s requests

34. evaluate photo quality and making sure the assignment was completed

35. check out cameras to photographers

36. mentor novice photographers

37. make sure photos are labeled prior to filing

38. file photos in an organized, alphabetical manner

39. files photos within 24-hours of receiving them

40. Communicate openly and directly to adviser regarding all problems, suggestions, and concerns regarding your position, staff issues, yearbook production issues, and any other yearbook-related matters

41. Call tech support, yearbook plant contacts, and/or yearbook rep as needed for yearbook creation/production issues

Business Manager

Expectations:

42. plans and executes a successful bookselling campaign

43. collect, RECORD, and deposit money regularly

44. bill advertisers

45. mentor novice staff

46. contact parents for the senior ads

47. design and lay out the business ads and senior ads

48. Communicate openly and directly to adviser regarding all problems, suggestions, and concerns regarding your position, staff issues, yearbook production issues, and any other yearbook-related matters

49. Call tech support, yearbook plant contacts, and/or yearbook rep as needed for yearbook creation/production issues

50. Oversee the publicity for and production of both senior and friendship ads

51. Create index file after each proofs deadline and the index for the yearbook

Digital Editor

Expectations:

• know both basic computer tasks, and Adobe InDesign and Photoshop well enough to use and answer questions about when needed

• place all digital photos on pages (using Picture Placer) for staff groups

• responsible for gathering all digital photos taken and copy them from memory stick or floppy disk to photo folders within yearbook folder

• keep track of all digital photos and maintain an index of the digital archives to assist groups in finding and using the photos

• help create templates for the divider pages, endsheets and folios

Interactive CD Editor

Expectations:

• plan layout and sequence of the CD as well as items to be covered

• delegate assignments to staff members

• in charge of advertising and the sales schedules of CD or delegating the responsibility to another staff member

• set deadlines for all those staff members helping in production and check to make sure deadlines are met

• ultimately responsible for the final production and completion of the Interactive CD

Copy Editor

Expectations:

• master the AP stylebook and be able/willing to help and instruct staff members when necessary

• complete proofing of yearbook pages and apply correct copy, grammer, and style elements

• be willing to help teach new staff members AP style and copy, headline, and caption styles selected by the Editor for the corresponding year

• checks names on IT List for spelling and usage

Page Editors

Expectations:

52. lead the planning of the assigned DPSs

53. oversee content of the entire section including copy, layout, and photos

54. create and keep an apparent angle for the page

55. lead group direction, outline and assign specific tasks for the section, contact people, follow through with staff members on assignments, approve photographs, proof copy, evaluate copy for stories and captions for group members’ grade sheets

56. mentor and encourage staff

57. meet all set deadlines regardless of other commitments (unless approved and solved with the assistance of Editor-in-Chief)

58. Communicate openly and directly to adviser regarding all problems, suggestions, and concerns regarding your position, staff issues, yearbook production issues, and any other yearbook-related matters

59. Call tech support, yearbook plant contacts, and/or yearbook rep as needed for yearbook creation/production issues

60. works with photo editor to see that photos are shot

Staff Goals:

1. Tell the story of the school year journalistically

2. Cover students in the book a maximum of two times

3. Work within the budget created for the staff by our Jostens Representative

4. Accurately spell each student’s name

5. Send all links and/or pictures to the plant the first time

6. Turn in pages with minimal errors the first time

7. Send the plant the corrected proof file, not the original

SECTION TWO: Production Information

Portrait Policy

To be included in the current volume of Behemoth, all students and school personnel must have their portraits made with the official school portrait photographer, Bell Photography, prior to the cut-off date for including pictures in the yearbook.

Seniors must have their photographs taken through Bell Photography for the senior mug pages to ensure that all faces are of the same proportion and use the same background. There is no charge for this shooting. Shooting arrangements are the sole responsibility of the senior. The school calendar lists the photo dates and retake dates scheduled by the Behemoth staff.

All students, faculty and staff will be afforded at least two opportunities to have their portraits taken or retaken if necessary.

By having all portraits taken by the same photographer, under the same conditions, and having all senior portraits taken in a similar manner, the yearbook staff can be assured of the highest quality reproduction of all photographers serving the best interests of all students.

Team Photo Policy

All sports teams should have their team photo taken by Bell Photography. It is the responsibility of the team’s coach to schedule their own photo appointment with Bell. The Behemoth staff is not responsible for scheduling such appointments.

All teams choosing Bell as their photographer do not have to supply the Behemoth staff with a copy of their team photo. Bell sends a copy of such photographs to the Behemoth staff automatically.

If a team chooses to have their team photo taken by another photographer and still wishes to be included in the yearbook, that team must provide the Behemoth staff with a 5” by 7” print of the team. It is not the responsibility of the Behemoth staff to collect photos of teams not choosing Bell Photography.

Group Photo Policy

Group photos for clubs and organizations, not including sports teams, will be posted during the year. The Behemoth staff will be responsible for scheduling these events.

Groups who do not appear at their specified time on the scheduled day will not be included in the book. No make-up session will be scheduled.

Any persons who jump into the photo of a group that they are not a part of will be fined the cost of taking a new photograph or removing their image from the photo.

All group members arrange in horizontal rows as tightly as possible. Special seating arrangements or props are not allowed for yearbook group photos. Uniforms are acceptable. Any group not conforming to these guidelines may not be shown in the yearbook.

Name Spelling Policy

Student and school employee names will be spelled as they appear in school records for portrait identifications in the mug sections and for the index. Variation on names will be acceptable for any other book copy in any section.

Obituary Policy

Should a student and/or school personnel die any time during the current coverage period, the staff will treat the death in a tasteful, respectful manner. The portrait of that individual will appear as it would under normal circumstances. This uncommanding treatment will provide adequate memory of the individual for those closely associated while not overemphasizing it for the other readers.

If an individual was never given the opportunity to have his/her portrait taken, then an attempt will be made by the editor and/or adviser to locate one.

Memorial/remembrance pages may be placed only in the ads section of the book and will include a 4 box donation from the yearbook staff. Any group of persons wishing to enlarge the memorial area will have to provide the difference of funds, however the ad may not exceed one full page. Any designs or text submitted to the yearbook staff for publication must be tasteful and appropriate.

Book Sales Policy

The price of the Behemoth is $57. The Behemoth staff reserves the right to raise costs due to production prices increasing and also reserves the right to end sales of the book any time throughout the production year.

Exchanges can be made for books with minor flaws if no writing has been made in the book. If a book has been written in, then no exchange can be made unless the adviser feels the flaw in the book is of major proportion (pages missing, pages in upside down).

It will be the responsibility of the buyer to provide proof-of-purchase if no record can be provided by the staff. A valid receipt from the front office will provide sufficient proof-of-purchase.

Advertising Policy

All advertising accepted by the staff must meet the same guidelines as editorial content. Acceptance of advertising does not constitute an endorsement by the school, the staff as a whole, or its individual members.

Students who appear in advertising must sign a model release form acknowledging that they will accept no monetary compensation from the client and their appearance is one of support for the yearbook rather than the business or professional.

Advertising programs and rates are specifically detailed in the business manager’s job materials.

Ads will be sold to parents of seniors, Skyline students and to businesses. Patrons and sponsor ads may also be sold.

Marketing the Yearbook

The yearbook staff may use the school website to sell the yearbook. Post flyers, post notes on the lockers of students who have not yet purchased a book.

Classroom Expectations:

1. Respect everyone.

2. Attendance: Be here for class. If you’re not, find out what you missed. You are still responsible for your deadline. It is expected that any staff member, if possible, informs Page Editor, editors, or adviser prior to absence so that they may plan accordingly.

3. Tardy Detention: As posted in the room.

4. Leaving the room. Please keep to a minimum. Take care of “necessities” before class. When it is necessary to leave the room, fill out the check-out sheet and inform Page Editor.

5. Printing copy-written material or accessing on the computer or printing obscene material: Don’t: if you want to graduate before you are 90 years old. This is a non-negotiable removal from class for the term.

6. Clean Up: Do it. Do a thorough job. Don’t complain.

7. A-T-T-I-T-U-D-E: Maintain a good one.

8. Deadlines: If you fail to plan, you plan to fail. Don’t miss any!

Student Supplies:

The following are essential for class, and are to be provided by the student daily:

Three-ring notebook. This can be a soft-covered variety of at least 1-inch capacity. You may use an old recycled one and redecorate it if you want. (Pocket-type paper folders are okay but will be harder for you to maintain.)

Yearbook Terms

Layout: arrangement of pictures and text on a page

Double Page Spread (DPS): two pages, left page is always the even number

Pica: the measurement of the book (it is one block) there are 6 picas to an inch

Theme: a word or phrase to tie the book together

Trap Text: text that has a picture on three or more sides

Headline: the title, larger text size than everything else, and a different font, should grab the reader’s attention and make them want to read the story

Sub-headline: secondary headline, used to explain the main heading, a smaller size and different font

Copy: this is another word for text or story

Pictures: self explanatory, however all layouts need to have between 12 & 15 photos on a DPS

Crop: used to change the size of the photo and still keep it in proportion.

SECTION THREE:

Contents of the Book

Design Elements

|Basic Design Elements |Graphic Techniques |

|Photos & captions |Lines |

|Headlines & stories |Tints |

|Graphics & white space |Art screens |

|Color use |Art/illustrations |

|Basic Design Guidelines |Typography |

|Content-sensitive |Second (spot) color |

|Column structure & spread linkage |Process color |

|Dominance & photo variety |Mini-Columns |

|Consistent inner spacing & external margins |Grid design is content motivated |

|Logical copy placement |Increase photo size |

|Purposeful graphic enhancements |Copy width possibilities |

|Mini-layouts |Isolates, frames, showcases deserving content |

|Preliminary sketches |Consistent column width for headlines, story copy, captions |

|Design mock-ups |Smaller width copy will be set unjustified |

|Final layouts (on the computer) |Scatter Story Design |

|Printer submission |Offers content variety, stronger coverage |

|Special instructions |Quick reads replace single story copy block |

|Graphic Details |More, but smaller photos expand coverage potential |

|Strengthen basic design |Pays close attention to design basics column structure, spread linkage,|

|Enhance deserving content elements |focal point, consistent margins, careful copy placement, purposeful |

|Develop theme & section personality |graphics |

|Give yearbook a one-of-a-kind attitude | |

|Unify or separate | |

|Emphasize or de-emphasize | |

|Fit within the budget for the book | |

Design To Keep your Readers’ Attention

Design and graphics provide the yearbook staff with tools and techniques to strategize layouts that will not only capture, but also keep readers actively involved in the story being told. At the end of this exercise, you will have completed the section theme decision with your section mini-team, and rough sketches for your double-page spread.

Step 1

Know what section your pages are in. If you’re not sure, check the page ladder. Each section team should have a written theme idea, along with several ideas of how that theme can be developed within the section. The section themes tie into the overall yearbook theme. Know how your double-page spread relates to the section and the theme.

Step 2

Choose a magazine or other idea to integrate/adapt into your design. It could be a headline format, copy or photo treatment, graphic technique, color scheme, or some other cool idea.

Step 3

Using your content and magazine ideas, draw the design on the front of a mini-layout sheet, showing the proportions of type to pictures, the basic picture shapes, etc. Labels the photos (numbers) and the text (letters); don’t forget the folio.

Step 4

Then on the back of the mini-layout sheet, mock up the design with magazine clipping of photos and text (photos & text do not have to reflect spread topic, nor does the type need to make sense, but it should be proportionate in sizing since this is for design purposes.)

Step 5

In the headline space on the front of your mini-layout (the pencil-sketched side) write in an actual headline for the topic of your spread. Make it so good you will want to use it in the yearbook.

Step 6

Describe the specific photo ideas that will illustrate your topic in each of the photo areas of your pencil-sketch layout.

Step 7

Show your layout to your section leader, discuss ideas, and get final approval.

Step 8

Discuss the photos with the photographer on your section team and prepare the photo request slips.

Step 9

Complete the spread envelope information sheet, and place all sketches and notes in the envelope.

Step 10

Following steps in the Reporting & Writing handout, complete the writing for your spread. Be sure you save the latest copy of your layout on the disk in the DPS envelope.

Step 11

Once your layout is completed on the computer, spell checked, edited, names are put in the black book, etc., and photos are chosen, labeled, and cropped, print out a 75% proof and give your DPS envelope to your editor for final proofing.

Step 12

After all corrections have been made, checked and approved, save the copy on the disk in the DPS envelope. Then save a copy of the final layout in the deadline folder for shipping to the plant. BE SURE YOU PRINT OUT A 75% PROOF FROM THE FILE. This insures that the right version is going to the plant. CELEBRATE! You have completed your DPS.

Some Design Specifics

Design content with facing pages as a single design unit either as a single-subject double- page spread or as a multi-subject single pages linked together visually as a double-page spread.

Column structure depends on the content needs of the spread. Base the number of columns on how content could best be presented.

Eye Line can first be established with the creation of a horizontal eyeline slightly above or below the center of the spread. Other linkage options include photo bleeds across the gutter and graphics.

Dominance usually is created with a photo that is obviously larger and more exciting than other elements on the spread. However, other content (headline, artwork, etc.) can be the focal point of the spread if it deserves premium attention.

Photo variety results with the placement of 7-14 photos of different rectangular sizes and shapes including verticals, horizontals, and squares.

Inner and external margins are established and maintained with one pica of spacing between all elements and careful attention to top, side, and bottom margins. Plan all white space for the outside corners of the spread.

Photo bleeds extend completely through the external margins to the trim line of the spread and create a stronger dominance or informal balance in opposite corners.

Copy placement is logically placed to the outside corners of the spread with headlines and stories creating modular units and captions “touching” the photos they complement.

3 Keys to complete Stories

• Time

• Attention

• Persistence

Story Idea Angles: People

For every story idea in the yearbook, there are numerous angles that can give the idea a distinctiveness. Just as a theme gives your yearbook its personality, the angle to a story gives the spread its own character. As you plan, decide on an angle for each story idea.

People Ideas: roles at home, class rings, favorite foods, music, dream car, heroes, music preferences, hobbies, collections, community involvement, learning to drive, class projects, movies, television, books, future dreams, embarrassing moments, good luck charms, late night routines, telephone use, interesting names

Story Idea Angles-ACADEMICS

For every story idea in the yearbook, there are numerous angles that can give the idea a distinctiveness. Just as a theme gives your yearbook its personality, the angle to a story gives the spread its own character. As you plan, decide in an angle for each story idea.

Academics Ideas: class discussions, computers, performances, writing & reading assignments, lab experiments, class distractions, substitute teachers, homework, teaching strategies, memorization techniques, rewards, punishments, report cards, “pretend” experiences, new courses, vocational opportunities, procrastination

Story Idea Angles-STUDENT LIFE

For every story in the yearbook, there are numerous angles that can give the idea a distinctiveness. For example, a student life story on morning routines could be approached be the times that readers get up, how they decide what to wear, what they have for breakfast, and so on.

Just as a theme gives your yearbook its personality, the angle to a story gives the spread its own character. As you plan, decide on an angle for each story idea.

Student Life Ideas: getting to school, between classes, lunch routines, weekends, fads, fashions, hangouts, bedrooms, entertainment, jobs, summer, leisure activities, relationships, assemblies, cars, birthdays, teen issues, shopping, volunteer work

Story Idea Angles-SPORTS

For every story idea in the yearbook, there are numerous angles that can give the idea a distinctiveness. The primary reader of the sports page is the athlete. Write for them. Show what’s happening in the picture, Don’t TELL!!

Things to Remember:

• Avoid Cliches, “Jock-Talk”

• Use the Drama of sports

• Don’t do game stories, or write the obvious

• KNOW THE TEAM

Sports Ideas: season coverage, practices, injuries teamwork, tryouts, equipment, facilities, locker room talk, media coverage, fan support, coaching strategies, team leadership, pre-game, halftime, winning, losing, weather conditions, pep rallies, off-season training, uniforms, rituals, superstitions, pressure, super fans, parents.

Planning, Interviewing, Organizing

|Getting The Story |Organizing Story Notes |

|Background & research |Review all notes for familiarity |

|Polls & surveys |Highlight lead & conclusion material |

|One-on-one interviewing |Highlight quotable material |

|Background Research |Highlight high interest details |

|Authorities on the subject |Pre-write by number-coding notes |

|Library Readers’ Guide, clip file |Reader-Friendly Stories |

|Past yearbooks, Newspapers |Document activities, events, issues |

|Local news media |Supply details not possible in photos |

|Polls & Surveys |Capture reactions to the action |

|10% of readers |Offer informational, insightful options |

|Reported in percentages |Quote-Transition News Features |

|10-reader random sampling |Write exciting, angle-showcasing lead |

|Reported as “xx out of 10” |Include & attribute intriguing quotes |

|Multiple choice & short answer |Pack transitions with facts and figures |

|Carefully worded |Conclude logically by reinforcing angle |

|One-On-One Interviews |Sidebar Story |

|Select a variety of expert sources |Relates to the main story |

|Compose storytelling questions beforehand |Content deserves special treatment |

|Listen carefully & understand fully |Most often quick read format |

|Ask personalized follow-up questions |Coordinates/subordinates |

|Take accurate notes |Quick Reads |

|Request a follow-up just in case |Quotes & anecdotes |

|Say Thank You! |Listens & summaries |

|Planning Interview Questions |Personality sketches |

|Plan objective/subjective questions |Score boxes, statistics & factoids |

|Use background material to shape authoritative questions |Questions/Answers & Tests/Quizzes |

|Personalize questions to tap each source’s perspective |Infographs: polls, maps, and diagrams |

| |Schedules, timelines & calendars |

Writing Skills Evaluation

|Introduction |Word choice |

|States topic clearly |Correct grammar, including: |

|Well-established angle |subject/verb agreement |

|Attention gained through interesting opening using facts, anecdotes, |maintenance of appropriate tense |

|rhetorical questions, etc. |pronoun/number agreement |

|Content/body |refrains from use of slang |

|Shows planning |uses appropriate point of view |

|Ideas flow logically |uses efficient/descriptive words |

|Contains all pertinent information |Copy |

|Contains only necessary & cohesive information |One quote for every 2” of copy |

|Quotes |Correct spelling, including names |

|Conclusion |Three minimum sources (unless content dictates differently) |

|Summarizes or restates main idea |Style according to The Behemoth Stylesheet and the AP Style Guide |

|Leaves reader with sense of completeness |Correct grammar and structure |

|Mechanics |5 W’s and H |

|Words spelled correctly |Rewrite back to adviser in 24 hours |

|Correct punctuation throughout |Attention-getting lead |

|Capitalization used correctly |All copy in your student folder |

|Correct paragraph indentations used |By-line |

|Names spelled correctly | |

Spread/Layout Evaluations

|Spread/page Layouts |Headlines |

|Dominant photo |Follow set guidelines (theme, graphics, typography) |

|Dominant photo touches focal print |Correct spelling and punctuation |

|Even internal margins (1 pica or as specified by the layout) |Appropriate to page, organization, theme, etc. |

|White space to outside |Templates |

|Outside margins clearly determined |Accurate and labeled in detail |

|No awkward, trapped copy |Neat and readable |

|Unifying graphics |Color indicated |

|Folio (page number), Folio tabs (section, school info) completed |Approved by editor |

|Color and screens specified | |

|Follow column layout | |

Headlines

|Image-Building Headlines |Enhance with graphic strategies Eye-Catching Headlines |

|Create subject-verb combinations |Identify content of spread |

|Design primary & secondary headlines |Unify all elements into cohesive story |

|Use kicker, wicket, hammer, tripod patterns |Can draw attention to deserving content |

|Primary (main headline): dominant, high interest |Focus on specific, insightful information |

|Secondary (subordinate headline): subordinate in size, but not in | |

|content | |

|Add punch with literary devices: alliteration, puns, onomatopoeia, | |

|rhyme | |

|Innovative with creative typography | |

Captions

|Candid identifications: identify individuals with brief insights from |Use front-to-back for the first and last rows, starting with the front |

|the photo’s subjects |row |

|Summary Caption: answer 5 Ws & H with more details |Number all rows in between the first and the last |

|Group Identification: name group & individual members (if more than 5 |Set row designations in a different type from member names for easy |

|people than may use a group name, depending on caption length) |reading |

|Identify members by first and last names |All captions should be level 5 captions. This is a two sentence caption|

|No GAG Captions |with relative details. The first sentence has the 5 Ws & H and is past |

|Consistency in copy |tense. The second sentence is past tense and supplies the information |

| |of the rest of the caption. |

Photography

|Photos |Captions |

|Print quality good |Follow set guidelines (kicker, bold print) |

|Composition good |Up to five people: first name/last name and position |

|Prints identified by photographer |5 W’s and H |

|Group photos: heads one pica minimum |At least 2 sentences (no less than Level 4 captions) |

|Negatives and prints filed |Artistic Techniques |

|Photo credit given |Leading lines are real or imaginary lines that lead to the dominant |

|Action/Reaction: have the photo tell a story |element |

|Illustrative Content |Repetitive lines & texture provide interesting fore- and backgrounds |

|tells an action or reaction story |that create pleasing repetition. |

|establishes relationships |Creative framing is the technique in which the dominant element is |

|Composition Concerns |framed by other objects or people |

|vertical/horizontal considerations |Unique angles constitute the physical perspective from which the photo|

|variety in number of subjects and content |is taken and can create a dramatic impact |

|dominance & subordination |Selective focus places the dominant subjects of the photo into sharp |

|Technical Quality |focus with the subordinate areas of the photo soft focus |

|Sharp focus means crisp, clear images without distracting blur. |Rule of thirds divides the photograph into thirds both vertically and|

|Good contrast is when a print has black tones with shadows and detail |horizontally so the main subject falls into of the intersecting points|

|with whites being the first discernible shade of gray |Eye flow is when elements in the photo lead the eye smoothly through |

|Skillful Editing |all parts of the photo |

|Selection: work closely with photographers to choose the best photo |Shutter speed length of time your film is exposed, the higher the |

|Cropping: eliminate unwanted areas |shutter speed, the smaller the length of time your film is exposed |

|Proportioning: enlarge or reduce a photo to fit a space | |

|proportionately practical, efficient processes | |

Some Photography Specifics

62. Take action or reaction photographs rather than posed snapshots to create more spontaneous and realistic coverage.

63. Avoid shots in which subjects look at the camera unless they capture an emotion representative of the activity or event. They lessen storytelling impact if they are simply “smile-at-the-camera” shots.

64. ID people at the shoot site by getting names and correct spellings in your photographers’ notebook.

65. Number-code photos for the spread making sure that numbers on the layout corresponds with the number on the photo stickers.

66. Photo stickers are of two kinds: large, front-facing for all photos to be reprinted in black and white and small stickers for the backs of photos to be printed in color and all portrait pictures. Be careful not to “emboss” the photo- write in BLACK permanent, fine-point marker.

67. Portrait pictures should be bundled face-to-face and back-to-back to avoid smudging in any of the prints with ink or pencil marks from the photo stickers.

68. Group pictures should be cropped just above the heads of the top/back row and no higher than waists of the bottom/front row. As best possible, maintain a consistent head size from one group shot to the next. An ideal head size for group shots is the one pica minimum.

69. Color photos should be colorful. When planning and taking photos for color pages in the book—think colorful!

70. Color submission requires that photos be submitted carefully and according to a specific set of guidelines. Know the guidelines for your yearbook program and follow them.

71. For each double page spread conceive 2 dominant photo ideas and 10-12 secondary photo concepts. These ideas are written down and given to the photographer on the mini-staff for assignment.

72. Save in JPEG and TIFF, NEVER in anything else

Photo ideas for sports

• Learn about the sport

• Don’t just shoot the game

• Wait for peak action

• Remember all the basics

• Use the right equipment

• Flash usage

• Action and emotion

Font Styles

A headline should be about 72 pt. size

A sub headline should be about 48pt. size

A kicker should be 12 pt

A caption should be 10 pt.

A story size should be 12 pt

A quote headline should be 18 pt

A quote question should be 12 pt

A quote answer should be 10 pt

Appendixes

Syllabus

Grade Sheets

Photo Information

AP Style

Standards

Rules and Common Mistakes

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