Brochure Concept Ideas For Essays

Focus Question: How can we use the writing process to create a brochure?

Part 1

Tell students, “Today we are going to write a brochure. We are going to brainstorm an event and its 5 Ws, and I am going to model working through the writing process for you so you can see how to turn an idea into an effective brochure. Then you are going to work through the writing process to create your own brochure.”

Have the class brainstorm information about a school event as you record the results on the board. Remind students to answer the 5 Ws when thinking of information that is necessary or helpful for the intended purpose and audience. Discuss any additional information that someone would need or want before attending the event.

Model how to take the information they brainstormed to create the rough draft of a brochure about the school event. Make sure you verbalize your thought process as you are deciding what information needs to be included and how you are going to present that information (text features). You may have a plan in mind ahead of time about what information students give you and how you turn that information into a brochure. The modeling process is very important, and it is better to be prepared. Involve students in deciding what kinds of pictures, photographs, and/or graphics should be included in the brochure.

Continue to model the writing process. Again, plan the revisions and editing you are going to do during the lesson. Make sure you clearly verbalize your thought process through each stage.

Model how to self-evaluate your brochure using the Student Self-Evaluation Checklist (LW-3-1-3_Student Self-Evaluation Checklist.doc). If you have not already done so, put the following anchor chart on chart paper to display in the classroom for students to use.

What Makes a Brochure Effective?

An effective brochure

  • addresses a specific audience.
  • has a clear purpose.
  • answers the 5 Ws: Who, What, Where, When, Why.
  • provides additional information if necessary.
  • uses descriptive and precise writing.
  • uses a variety of text features.
  • has been edited for grammar, punctuation, spelling, and capitalization.

Part 2

Give each student a piece of paper. Ask students to think about a local event or place to visit. (Help students brainstorm by creating a list of places as a class from which they can choose. To avoid wasting time on indecision, assign a place to each student.) Have students determine the audience and the purpose for their brochure. Then have students write all of the information they can think of about the place.

Language Skills Mini-Lesson

After students have finished writing, say, “Many of you are probably writing a brochure about an event or place that is fun. In fact, you will probably use the word ‘fun’ in your brochure. What part of speech is the word ‘fun?’”(a noun)“What is the definition of a noun?”(a person, place, thing, or idea)“Into which of these categories does ‘fun’ fit?”(idea) “Yes, fun is an idea; you cannot see, smell, taste, hear, or touch fun. If you walked into Six Flags theme park, no one would give you ‘a fun,’ right? But you can think about it; you can think of a time when you were having fun. This type of noun is called an abstract noun, because it is an idea.”

“What other abstract nouns can we think of together?” Write these nouns on the board to help students continue to think of others: democracy, happiness, trust, childhood, friendship, imagination, freedom, thought, bravery, faith, education, dreams, love, pride. “Can you see any patterns in what abstract nouns often are? Could you put these words into groups?”(ideals, states of being, feelings)

“Now that we know what abstract nouns are, let’s use them in sentences. I’ll give an example. Listen for the abstract noun in my sentence. ‘You are very lucky to receive a great education.’ What was the abstract noun?”(education)“Some abstract nouns are words that we also use as verbs such as love, thought, and taste. Make sure you are using the words as nouns, not verbs.” Write two examples on the board that use the same word as a noun and a verb. (e.g., We love each other. We hugged to show our love.) “In which sentence is love a verb?”(We love each other.)“In which sentence is it a noun?”(We hugged to show our love.)

“Turn to your partner and take turns using an abstract noun from the board in a sentence. Your partner should double-check to make sure you are not using it as a verb. If you have a question, let me know.”

Part 3

“We are going to move on with the 5 Ws for your brochures, but I challenge you to use an abstract noun besides ‘fun’ somewhere in your brochure.”

Give students a copy of the 5 Ws worksheet (LW-3-1-2_The 5 Ws.doc) to plan the information they need to include in their brochures. Remind students to include important additional information such as cost, hours, fees, etc. Students may need to use the Internet or talk to their parents to find all of the information that they need.

Give students a copy of the Brochure Template (LW-3-1-3_Brochure Template.doc) to use as a rough draft. (Note: The template provided is a sample that students can use. Depending on the needs in your classroom, adjust the template to make it appropriate for your students. You may give two or three different templates students can choose from to make their brochures.)

Have students work on creating their brochures. Give students a copy of the Text Features handout (LW-3-1-2_Text Features.docx) to help them as they plan the layout and use a variety of text features to present their information. Explain that they should use descriptive words to give information to the person reading the brochure.

Remind students to use correct capitalization in their titles and use comparative or superlative adjectives, referring to the chart the class made if they need to.

Part 4

When students have completed the rough draft of their brochure, have them meet with a partner to revise their work. Students need to look at each other’s work and determine if all of the important information has been included.

Tell students, “Talk to your partner about any questions you still have that need to be answered in the brochure. Use the What Makes an Effective Brochure anchor chart to help you evaluate each other’s work.” Give students a chance to revise and edit their rough drafts. You may conference briefly with each student at this point to make sure s/he is on the right track.

After students are satisfied with their work and feel they have written an effective brochure that is going to inform readers of the important information on the topic, they can start completing a final copy of the brochure. They will need an additional copy of the Brochure Template (LW-3-1-3_Brochure Template.doc) to complete the final copy.

Once students have completed the final copy, conference with them and have them complete the Student Self-Evaluation Checklist (LW-3-1-3_Student Self-Evaluation Checklist.doc). Note: This checklist may need to be revised based on the criteria that you and your students come up with about what makes an effective brochure.

Extension:

  • If students are having difficulty creating a brochure, help them generate the 5 Ws and provide additional information if needed. Then have them put the information together in the format of a brochure.
  • Have students imagine their own amusement park, summer camp, fair, or other familiar attraction. Ask students to sketch a picture and write all of the important information that visitors would need to know about their creation. Students can create a brochure to advertise their new creation.

HOW TO DESIGN, DEVELOP, AND PRINT A TRI-FOLD BROCHURE

Glossary of Desktop Publishing ( DTP )Terms

Introduction to Desktop Publishing

Elements of Design

Principles of Design

Designing a Tri-fold Brochure

Steps in the Design Process

Typefaces

Printing

DESKTOP PUBLISHING

Desktop Publishing is a modern printing process that uses personal computers and design software to create and edit layouts for producing all kinds of materials including reports, books, magazines, brochures, flyers, and newsletters.

Modern day graphic arts communication benefited from the development of paper, block printing and inks for writing of the past. The Gutenberg Press in Germany was a significant invention in the history of printing that preceded inventions and innovations in photography and photo copying as steps that lead to the modern technologies that are utilized today for desktop publishing.

Desktop Publishing allows a computer user to have access to traditional printing processes. Though this electronic medium offers the personal computer users greater access to creating printed materials, there is still a need for a student to understand the importance of applying basic design fundamentals such as space, texture, color, line elements, balance and rhythm to a design layout.

Each technological innovation attempts to improve upon existing technologies and processes. It is important to understand the origin of terminologies and protocols in desktop publishing to better appreciate their significance. Though the modern personal computer allows an individual to produce an printed materials, the quality of that product will depend on an understanding of the elements and principle of design.


Elements and Principles of Design [TOP]

There are some basic rules and guidelines in desktop publishing that provide the graphic designers with options for creating and producing attention-grabbing effective visual products. A well designed layout must do what it is intended to do, be well organized, and effectively communicate a message to its target audience.

Elements of Design

  • Lines: Connects points to form a visual image. Lines may be used to create patterns, convey an emotion, or describe a personality. Lines can also be used to design shapes that can be used as a universal language in communications, for example our alphabet.
  • Shapes: Shapes are connecting lines that have dimension (height and weight). The three basic shapes are the square, circle, and triangle.

Universal Images

  • Mass: The amount of space between or around objects. Mass is really noticed when there is too much white space in a design or when items are cluttered in a design.
  • Texture: An image of feeling visually. The look or feel of a surface.
  • Color: A powerful tool used to grab attention and enhance your design. Color adds dimension to a design. Color may also disguise your intended message when used inappropriately.

Principles of Design:[TOP

The principles of design help the graphic designer appropriately place each of the design elements. ]

  • Balance: A formal or informal distribution of elements in a design.
  • Rhythm: A repetitive pattern of shapes.
  • Emphasis: The element that grabs your attention. The HEADLINE of your design.
  • Unity: Bringing all the elements of a design together so they look like they belong with one another.

Designing a Tri-Fold Brochure [TOP]

Printed materials can be expensive to produce depending on the use of color and images. They are, however, an excellent way to communicate information.

A well developed brochure for advertising a product or communicating a message to a specific audience can be designed to be cost effective as well as practical. Brochures can be mass produced on a printing press, office photocopier, or with a desktop printer. The quantity and quality of brochures needed will determine which printing process best fits your budget.

The size and shape of your brochure may vary depending on desired aesthetics and function. You may be as creative as you like. Your only limitation is the size of the paper you are going to print on and folds for your intended margins. The most common type of brochure is the tri-fold. If you have a tight budget and a small format printer you may be limited to a traditional tri-fold style on 8.5x11 paper. You may change the fold positions to add something unexpected. It is best to experiment on blank paper to determine the folds you use.

These are samples of a traditional tri-fold brochures. Concepts are shown for a cover, the front, and back views of tri-folds before folding along the overdrawn pink lines.

Brochures are used for a variety of promotional needs. Some department stores may create a tri-fold mailer to promote upcoming sales that could include coupons. Brochures are used in the tourism industry to promote resorts, hotels, and area attractions. Organizations, agencies, and clubs may use a brochure style to promote their efforts and educate its readers about important public issues. The main reason for the design and use of a brochure is the convenient size to read, fold and put into a pocket. It is important to understand that the brochure's creative design should reflect good elements and principles of design.


Steps in the Design Process [TOP]


Step #1

Thumbnail sketch (a series of simple and rapidly drawn designs for a layout)
Once you have your challenge and inspiration, the first step is to quickly sketch out possible designs. This process is fast and in black and white or color. Don’t spend too much time here, just jot down what comes to mind.



Step #2

Rough Layout (a redrawn version of the thumbnail layout that closely resembles the final product)
Now that you have an idea of how you want the design to look, begin thinking about folds, margins, type, color, and images. You may use the computer to begin your layout. If necessary, you may do some cutting and pasting to design your project.



Step #3

Comprehensive Layout (a full color layout that gives the customer a more detailed look at the finished product)

This is an important proofing process. You are to do this part on the computer, using color, type, and images in the proper space design. The purpose of a comprehensive dummy is to show the art director (or your teacher) how the finished piece is supposed to look. It also serves as a proof to the customer or to your teacher who will grade your work and allow you to go to the next design step.

 



Step #4

Final (a completed detailed representation of the final product including all colors, images, and text with proper margins and folds.)

At this stage make sure all your page elements are according to the comprehensive layout. Include any corrections suggested by the art director, your customer or your teacher.


Choosing the Font: Typography [TOP]

 

Selecting the most appropriate type style is important to the overall message of your design. The type provides the link between the designer and the audience. Type takes the place of the human voice and has many expressive tones. Type expresses many moods. Some type may simply talk to its audience, while others may shout out a message.

Choosing a Typeface

Five factors to consider when choosing a typeface:

(1) Legibility…how easily can the letters and numbers of a typeface be seen and recognized.

(2) Readability…how easily a typeface can be read for meaning.

(3) Appropriateness…How the typeface fits the intended reader. It must also fit the message it is meant to convey.

(4) Reproducibility…How well the type will reproduce using different methods of printing

(5) Practicality…How available is the font?

Choosing your Type

There are some rules that most designers follow when deciding on the style of type to use in a design. It has been traditionally agreed that type has five major classifications.

 



Historical Text Type Style (represented as Old English type)

Commonly used for formal announcements and invitations to weddings, graduations, and receptions.


Roman Type (Serif) Style

Used for long passages. This type style is easy to read and has serifs on the letters.


Sans-Serif Type Style

This type style is used in books, magazines, and newspapers.


Square-Serif Type Style

This typeface is used for headlines and letterheads where a small amount of reading is required.


Script Type Style

This is used for advertisements, announcements, and invitations. It has a personal handwriting look.


Novelty Type Style

This is the “catch-all” type style. It includes those types that do not fit into the other five classifications.


PRINTING [TOP]

 

Depending on your budget and available equipment, it may be easier and cost efficient to have your brochure done at a commercial printing and copying service by either taking a digital file (tiff, or pdf formats) or a finished proof for reproduction. If funds are and issue and you have access to a copier you can use some colored paper and run your brochure two-sided on a black and white copier. If you have access to a color ink jet printer you can also run the sheets through to print on both sides. Remember depending on your design will dictate how to reload the the one-side printed sheets to print on the opposite side at the appropriate configuration. Do some single test sheets before printing quantities for the best quality.

[TOP]

0 Thoughts to “Brochure Concept Ideas For Essays

Leave a comment

L'indirizzo email non verrĂ  pubblicato. I campi obbligatori sono contrassegnati *