Rich Task:

Communication by Design: Show Me the Brochure!

Course:

Communications Technology, Grade 11, University/College Preparation, TGJ3M
(2 credit Cooperative Education)

Evaluation:

Part of 70%

Part of 30%

* Both

Context:

·          Effective use of media influences the way individuals view a product or organization. Successful graphics companies use design, creativity, planning, and problem solving to develop products and find solutions to meet their clients’ needs.

·          You will use the knowledge and skills acquired in the Grade 11 Communications Technology course and your Cooperative Education placement to research, design, and produce a promotional brochure for non-profit organizations or agencies that would appeal to secondary school students looking for opportunities to complete their 40-hour community involvement (diploma requirement). This brochure will be printed and displayed in schools.

 

Related Course Expectations

 

 

Strand: Theory and Foundation

TFV.01 · apply the design process to develop solutions, products, processes, or services in response to challenges or problems in electronic, live, recorded, or graphic communications;

TFV.02 · identify and describe the components and processes that make up each of the following: electronic, live, recorded, and graphic communications;

TFV.03 · explain how basic communications systems function and describe the knowledge required to manage a range;

TFV.04 · describe industry standards, regulations, and formats that apply to communication;

TF1.01 - explain how a human need or want can be met through a new or improved product;

TF1.02 - apply the following steps of the design process to solve a variety of communications technology challenges or problems:

-         identify what has to be accomplished (the problem);

-         gather and record information, and establish a plan of procedures;

-         brainstorm a list of as many solutions as possible;

-         identify the resources required for each suggested solution, and compare each solution;

-         to the design criteria, refining and modifying it as required;

-         evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;

-         produce a drawing, model, or prototype of the best solution;

-         evaluate the prototype and what is required to produce it;

-         communicate the solution, using one or more of the following: final drawings, electronic presentations, mock-ups, prototypes, and so on;

-         obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution.

 

TF3.01 - outline guidelines, conventions, and rules used in the composition and design of a communications process;

TF3.03 - select the appropriate formats for graphic productions.

 

Strand: Skills and Processes

SPV.01 · effectively plan, organize, direct, and control a variety of communications activities;

SPV.02 · use current technology and production skills to develop a process or a product in response to a communications challenge or problem;

SPV.05 · use mathematical and language skills effectively and apply scientific principles in the design of electronic, live, recorded, and graphic communications systems;

SP1.01 - demonstrate the interpersonal skills required for effective teamwork;

SP1.02 - function effectively as individuals and as members of a cooperative team to produce a product or service;

SP1.03 - demonstrate the time management and problem-solving skills required to complete projects;

SP1.04 - accurately document the planning process;

SP1.05 - effectively apply a variety of planning tools (schematic diagrams);

SP1.06 - select and use appropriate software to manage the production process;

SP1.07 - use time management schemes to ensure that their productions meet client deadlines;

SP2.01 - set up and correctly operate the equipment and accessories required to create and modify environments for communications productions (e.g., video and audio editing suites, desktop publishing configurations, live and recorded productions, electronic communication systems, websites);

SP2.02 - select and use tools and equipment to solve a communications problem;

SP2.03 - operate control devices and components to manipulate or create communications technology projects;

SP2.04 - develop and interpret technical and artistic drawings, reports, instructions, manuals, on-line documentation, and specifications to help solve a communications problem;

SP2.05 - set up and operate communications equipment (e.g., transmitters and receivers, frequency and phase modulation equipment, antennas, two-way communications equipment);

SP2.06 - troubleshoot a communications system to remove any obstacles to its effective operation;

. SP2.07 - design and set up a communications system (e.g., a computer network, audio and video editing systems, lighting grids) to perform production and post-production processes;

SP3.01 - use a variety of methods to document the planning and production processes;

 

SP3.02 - use specific gauges and meters to monitor, test, and modify processes or systems to ensure adherence to industry-recognized standards;

SP3.03 - use industry-standard guidelines, conventions, and rules for composition and design;

SP3.04 - use colour theory and colour standards to create presentations that adhere to industry standards;

SP4.01 - apply mathematics accurately in spreadsheets and when calculating electrical current, resistance, and energy consumption;

SP4.02 - use appropriate language in flow charts, storyboards, operation charts, scripts, and presentations;

SP4.03 - use terminology that is recognized by the communications industry;

SP4.04 - apply scientific principles related to light, magnetism, and basic digital fundamentals.

 

Cooperative Education Expectations

 

 

Reflective Learning

RL1 - relate the placement experience both to the curriculum expectations of the related course and to the expectations related to cooperative education, using a variety of strategies, activities and tools

 

RL2 - reflect on and analyse their placement experiences

 

Evaluation Strategies and Scoring Tools

 

Evaluation Strategies

Scoring Tools

Expectations

Achievement Chart

70%

Graphic Design: Process

Checklist

TFV.01, TF1.02, TFV.04

SPV.02, SP2.01, SP2.02, SP2.04, SPV.04

K/U, T

Questionnaire: Student/ Client Interview

Chart: Printing Cost Estimates

Marking Scheme

SPV.01, SP1.01, SP1.02, SP1.07

TFV.03, TF3.01, TF3.02, TF3.03

SPV.01, SP1.03, SPV.05

K/U, T, C, A

 

K/U, T, A

30%

Graphic Design: Brochure

Rubric

SPV.01, SP1.03, SP1.06, SP1.07, SPV.02, SP2.01, SP2.02, SP2.04, SPV.04

TFV.01, TF1.02, TFV.03, TF3.01, TF3.02, TF3.03

K/U, T, C, A

Oral Presentation (to Grade 9 class)

 

Student-led Conference (teacher/student)

Rubric

 

 

Checkbric

TFV.01, TF1.01, TF1.02, ICV.03, IC3.01, IC3.02, IC3.03, IC3.05

RL8

SPV.01, SP1.01, SP1.02, SP1.03, SPV.04

K/U, T, C, A

 

 

K/U, T, C, A

 

Teacher Notes

·          Review the task with the communication technology teacher to see if there are any other details necessary to help the student complete the task(s).

·          If a student chooses an in-school event as opposed to a non-profit organization in the community, discuss and approve their choice before they begin.

·          Follow board/school policy for having students contact outside sources for information.

·          Schedule a series of conferences/meetings to provide regular feedback so the student clearly understands the learning that is to be demonstrated.

·          Make arrangements with teachers for presentation to Grade 9 classes. Invite other guests – guidance counsellor, chaplain, etc.

Task

 

Student Notes

Non-profit organizations are committed to enhancing the quality of life for individuals in their community. Their function is to make the community aware of the services they provide, but they are often faced with limited funds for advertising and resource allocation. They often rely on volunteers for assistance in achieving their goals. These organizations realize that high school students require community involvement hours, yet they do not have the resources or time to directly connect with this group.

Design an advertising brochure for a non-profit organization that can be used as a resource for high school students who have not yet completed the 40-hour Community Involvement Hours.

 

·          Your work must portray people positively, taking into consideration age, physical appearance, socio-economic status, disability, race, and gender. Avoid stereotypes, violence, profanity, and other unacceptable behaviours.

·          Your placement supervisor and co-workers are invaluable resources who can provide some strategies, ideas, and concepts that will enhance your final product.

Part A: Research

·          Conduct research on a variety of non-profit organizations in the community, and choose one that would benefit from advertising in terms of reaching out to high school students in their search for community involvement hours.

·          Make initial telephone contact with the manager of the organization to explain the service you have to offer and to determine if they could use your expertise in promoting their organization. Schedule an interview with this client to discuss the details of your project.

·          Prior to your first meeting with the client, conference with your co-op teacher and your co-workers to create a questionnaire to gather the pertinent information for creating the brochure.

·          Submit the questionnaire to the teacher prior to your meeting with the client.

·          Optional Activity: If you have difficulty securing a potential non-profit client, create a brochure for a program or major event within the school (e.g., school play, OYAP, can collection drive, extra-curricular events, school clubs).

·          Obtain teacher approval before you begin.

 

 

·          Use the Internet, community newspapers, volunteer agencies, visits to local charities, etc., to find descriptions of non-profit organizations in your community. Guidance counsellors or chaplains may be able to provide you with a list of potential “clients.”

·          Choose up to three non-profit organizations. Have a backup, should one company not require your services.

 

·          Use the information from the interview to create a print “layout” that includes a pleasing layout, logos, pictures, and pertinent content.

Part B: Design

·          Design and produce a dynamic promotional brochure that contains descriptions of the organization and the volunteer opportunities available.

·          Meet with the community agency to determine the content of the brochure.

·          Use the five principles of design in your layout: balance (formal or informal), emphasis, rhythm, proportion, and unity.

 

·          Connect electronically with the client periodically to communicate your ideas and progress to date.

·          Use only pictures you have taken yourself or scan pictures or images approved by your clients. If you are using photographs of people, discuss the protocol to follow with your co-op teacher.

·          Using computer graphics applications, prepare camera- and film-ready files for print production.

·          Produce a proof copy of your promotional product to present to the teacher and the community agency for approval, prior to final print.

·          Choose two different types of paper, glossy or plain. Base your cost estimate on 250, 500, 1000 copies printed.

·          Determine printing costs by obtaining two estimates.

·          Create a chart comparing costs.

·          Before printing multiple copies, meet with the non-profit organization(s) to review the proof of the final brochure for approval.

 

·          After your first meeting with the client, meet with the co-op teacher to discuss appropriate timelines for task completion. Start by setting a final date for product completion and work backwards to set target dates for the sub tasks. Create a task checklist and timeline to meet deadlines established by the client. Document these dates in your student planner.

 

 

·          Arrange a weekly meeting with your placement supervisor to review your “progress to date.”

·          Gather a variety of brochures (print and electronic) to assist you with the design and layout.

·          The product should fill both sides of an ” piece of paper, folded in half.

·          Select appropriate fonts for the audience – high school students and create an original background.

·          Do not use copyrighted images from the Internet.

Part C: Presentation

·          Present the brochure to a group of students in
Grade 9 and invite a guidance counsellor, co-operative education teacher, chaplain to attend the presentation.

·          Include in your presentation the reason for choosing the agency(ies), a description of the service they provide, and the opportunities available to students.

 

 

Part D: Conference

·          Critically reflect on this task by documenting and communicating a personal reflection based on the following questions:

-         What did you learn from completing this task?

-         What would you do differently next time?

·          Comment on your success in completing the task.

·          Schedule a final conference with the teacher to discuss evidence of your learning as a result of completing this project. During the conference, comment on both the process and the product by referring to the brochure, the printing cost summary chart, the Grade 9 class presentation, and the personal reflection.