Management and Interpersonal Skills
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates
to efficient operation of a Graphic Design business. Students will discuss the relationship of
interpersonal and team building skills and how they are used effectively by managers.
Specific Objectives
 Students will identify the three levels of management.
 Students will theorize how a self-managing team functions.
 Students will evaluate the five functions of management.
 Students will discuss the difference between traditional and horizontal organizations.
 Students will explain how interpersonal and team building skills are vital to an
employee, management, and customer interaction.
 Students will demonstrate effective interpersonal and team building skills.
This unit should take 25 class days to complete, including presentation days.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.90. Practicum in Graphic Design and Illustration
130.90. (c) (3) The student implements advanced professional communications strategies. The
student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/client
satisfaction.
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130.90. (c) (4) The student implements advanced problem solving methods. The student is
expected to employ critical thinking and interpersonal skills, including data gathering and
interpretation independently and in teams to solve problems and make decisions.
130.90. (c) (5) The student implements advanced information technology applications. The
student is expected to use personal information management, email, Internet, writing and
publishing, presentation, and spreadsheet or database.
130.90. (c) (7) The student applies cyber safety regulations procedures. The student is expected
to:
(A) implement personal and workplace professional safety rules and regulations; and
(B) follow emergency procedures.
130.90. (c) (10) The student applies effective planning and time management skills. The student
is expected to employ tools to enhance results and complete work tasks.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as
figurative language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
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Tasks
 Students will take notes, as directed by the teacher.
 Students will complete individual and group assignments.
 Students will present their projects to the class.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure a computer lab if none are readily available in the classroom.
 Copy the handouts and assignments.
Instructional Aids
 Student handouts and multimedia presentations
Materials Needed
 Copies of assignments, computers with lab access
Equipment Needed
 Teacher computer and printer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask what makes management effective.
 Ask what character traits are common in “good” managers.
 Explain how interpersonal skills are important in the work place.
Lesson Introduction
 Ask the class if anyone has ever had to “manage” other people.
 Explain how effective interpersonal skills are necessary for managers to function in
business.
 Tell students the information they will learn in this lesson will be important to them as
they complete the assigned project.
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Outline
MI
OUTLINE
Management
I.
II.
III.
IV.
V.
VI.
VII.
Management: Another piece of the
puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager
Application for Graphic Design
Project Managers
Interpersonal Skills
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative, Responsibility
Attitude
Self-control/Orderliness
Self-awareness & Willingness to
Change
Self-esteem
Empathy
Personal Skills
Goal Setting
Application for Graphic Design
NOTES TO TEACHERS
Teacher will hand out student
notes sheets and go over the
material, using the multimedia
presentation.
Teacher will lead the discussion of
material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually, in
pairs, or groups at the discretion
of the teacher.
This unit will easily take 25 class
days due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of selfdirector.
It is suggested that the students
present all projects to the class.
Option: The teacher may want to
set up a competition among the
students and offer a small prize.
Counselors or school
administrators could serve as
judges.
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Multiple Intelligences Guide
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Interpersonal
Application
Guided Practice
The teacher will present the multimedia presentations (one each for management and
interpersonal skills) and will have the students complete the included assignments. It is up to
the teacher’s discretion whether to assign some of the larger projects to pairs or small groups
instead of to individual students.
Independent Practice
 An “ Exhibition of ________ County Graphic Art & Illustrations”
Students will use management and decision-making skills to complete all the necessary
tasks of staging a computer-generated art exhibition event.
 Your Personal Brand
Students will create a cd album cover with their own personal brand.
 Amusement Park Development
Students will use management and leadership skills to successfully complete all assigned
tasks in this amusement park project.
Summary



We all possess personal traits that make us unique.
Everyone has a set of personal ethics. However, the degree to which we use them is an
individual choice.
Developing and using effective interpersonal skills is necessary to be a successful
manager.
Evaluation
Informal Evaluation: It is up to the teacher’s discretion how to grade the daily work and desk
assignments. The teacher will monitor the students’ work to check for understanding.
Formal Evaluation: Students
will completeAnother
extensive
projects
demonstrate knowledge of
Management:
Piece
of thetoPuzzle
material covered in this unit. Rubrics have been provided.
Student Notes
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TERMINOLOGY:
VERTICAL INTEGRATION: ______ to __________ management structure of an organization
(consists of ____________, ____________, and __________________levels).
TOP MANAGEMENT: Makes __________________ affecting _______________; decisions have
_________________ effect on the company.
MIDDLE MANAGEMENT: _________________ the _________________ of ________
management; plans ways to implement ___________; communicates with
__________________ level management.
SUPERVISORY LEVEL MANAGEMENT: _________________ the activities of employees;
_________________the instructions of Middle and Top management; _____________
tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION: _______________________teams set their own _________ &
make their own ______________. Organized by _____________ instead of ______________.
EMPOWERMENT: __________________ team members’ _____________________ and
willingness to take ________________________.
MANAGING: ______________________ the___________ of an organization through its
__________ and _________________.
ORGANIZING: Bringing people, activities, and resources together for the _____________ of the
company.
STAFFING: ______________ _______________ with the __________ to be done.
CONTROLLING: __________________ performance; ___________________performance with
company ____________________ and goals for effective outcome.
LONG-RANGE PLANNING: Information is __________________ and _________________,
serving goals ranging from one to five years; or five to ten years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of _______ year
or _______. Usually evaluated on ________________ or _________________ basis.
MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
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3. _______________ management
4. __________________-level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________
2. __________ set own __________ and make own ________________
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards ,areas of improvement
D. Staffing
1. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A. __________________:
Makes decisions with virtually no input
“_________________________________”
B. __________________:
Allows employees to make all decisions. Can be a “circus”
C. _________________:
Gets ____________________ and adjusts when necessary Can be slow;
________________________ can be helpful ______________________:
Allows majority rule; sometimes slow process, but it’s easier to get employee’s approval
D. ______________________:
Manager acts as a mentor; allows employees ________ _________
Focus on results, not how work gets done
E. ______________________:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “_______ _______”
AN EFFECTIVE MANAGER…
o Shows a __________ __________ It’s ok to smile! It’s contagious!
o Cares about ___________
o Encourages and looks for the _______ in others
o Says “________________”
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

o Is considerate Takes ___________
o Calls people by their __________
o ____________________ birthdays, anniversaries, etc.
Listens
o _______ questions
o __________ information
Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees adequately
C. Has ____________
D. Is consistent and _______, and _________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
Application for Graphic Design Project Manager
• Communicates clearly
• Written
• Oral
• ________ - ____________
• _________ evaluates employees skills
• Matches their ________ or creativity with the ____________portion of the
design project
• Is_______________ to employees and clients
• ______________ in “others shoes” easily
• Listens actively
• ___________questions
• _____________information
• Encourages interaction with/among employees
• Treats everyone _______________
• Is a team player
• Is__________________________
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION: Top to bottom management structure of an organization (consists of
Top, Middle, and Supervisory levels).
TOP MANAGEMENT: Makes decisions affecting entire company; decisions have broadest effect
on the company.
MIDDLE MANAGEMENT: implements the decisions of Top management; plans ways to
implement goals; communicates with Supervisory level management.
SUPERVISORY LEVEL MANAGEMENT: Supervises the activities of employees; carries out the
instructions of Middle and Top management; assigns tasks and evaluates performance of
employees.
HORIZONTAL ORGANIZATION: Self-managing teams set their own goals & make their own
decisions. Organized by process instead of function.
EMPOWERMENT: Encourages team members’ contributions and willingness to take
responsibility.
MANAGING: Completing the work of an organization through its people and resources.
ORGANIZING: Bringing people, activities, and resources together for the benefit of the
company.
STAFFING: Matching workers with the tasks to be done.
CONTROLLING: Measuring performance; comparing performance with company objectives and
goals for effective outcome.
LONG-RANGE PLANNING: Information is gathered and analyzed, serving goals ranging from one
to five years; or five to 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of one year or
less. Usually evaluated on quarterly or semi-annual basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. Manager performs particular department function well
2. Top management
3. Middle management
4. Supervisory level
B. Horizontal Organization
1. Became popular due to downsizing in the 1980s and 1990s
Self-managing teams set own goals and make own decisions
2. Customer-oriented
3. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. Long range
2. Short range
B. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
C. Controlling
1. Performance is measured and compared with goals
2. Setting standards, areas of improvement
D. Staffing
1. Recruit and hire; evaluate performance
E. Leading
1. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A. Autocratic:
Makes decisions with virtually no input
“My way or the highway”
B. Chaotic:
Allows employees to make all decisions
Can be a “circus”
C. Consultative:
Gets feedback and adjusts when necessary
Can be slow; advisory board can be helpful
D. Democratic:
Allows majority rule; sometimes slow process,
but it’s easier to get employee’s approval
E. Laissez-faire:
Manager acts as a mentor; allows employees some control
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F.
Focus on results, not how work gets done
Persuasive:
Makes decision, then takes time to convince employees it was good
Spend time getting people to “buy in”
AN EFFECTIVE MANAGER…
 Shows a happy face
o It’s ok to smile! It’s contagious!
 Cares about others
o Encourages and looks for the good in others
o Says “thank you”
 Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
 Listens
o Asks questions
o Recalls information
 Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
AN EFFECTIVE MANAGER also:
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent and fair and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
APPLICATON FOR GRAPHIC DESIGN PROJECT MANAGER
• Communicates clearly
• Written, oral , non-verbally
• Fairly evaluates employees skills
• Matches their skills or creativity with the appropriate portion of the design project
• Is empathetic to employees and clients
• Walks in “others shoes” easily
• Listens actively
• Asks questions
• Recalls information
• Encourages interaction with/among employees
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•
•
•
Treats everyone equally
Is a team player
Is trustworthy
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An “ Exhibition of ________ County Graphic Art & Illustrations”
OBJECTIVE: Students will work in groups and use management and decision-making skills to
complete all the necessary tasks of staging a computer-generated art and illustrations
exhibition event.
MATERIALS NEEDED: Computers, projector, Internet access, paper and printer for print items
PROCEDURE:
You are the Chairperson of the “Exhibition of ________ County Graphic Art &
Illustrations” (you supply the name of your county) Committee. Your goal is to ensure
100% occupancy by graphic artists located within YOUR County. You have space for 45
booths. The event will take place on PICK A DATE. Your duties are as follows:
1.
2.
3.
4.
5.
6.
7.
8.
Determine your target market (who you want to draw to your event).
Select the graphic artists who will participate (plan for variety).
Decide on admission charges.
Plan the arrangement of the floor plan for the event.
Secure the site (must be in YOUR County). Look up the location on Internet.
Decide how you will promote the event to the public.
What type of entertainment will be provided? When? Variety?
Form of advertising?
a. 1 direct mail (postcard or flyer)
b. 1 press release (story that tells who, what, where, when, why) and you must
include at least two quotes from someone who has participated in the past
c. 1 TV commercial (use multimedia software or a video production software)
d. 1 non-traditional promotion such as an airplane trailer, a “sandwich promo”
walker, skydiver, etc.
9. Design a layout and floor plan and list the participating graphic artists in their booth
locations. (Use word processing software.)
10. What considerations did you take in deciding where to locate the participating graphic
artists within your chosen site?
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Group Presentation Rubric
Presentation Title:_______________________________________________
Name: ________________________
Teacher:
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
Points
3
4
Audience has
Student presents
Audience cannot
Student presents
difficulty following
information in
understand presentation
information in
presentation because
logical, interesting
because there is no
logical sequence that
student jumps
sequence that
sequence of information.
audience can follow.
around.
audience can follow.
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student used no visuals.
Student occasionally
used visuals that
rarely support text
and presentation.
____
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
____
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
____
Student's presentation
Presentation had
Presentation has no
Presentation has no
had four or more spelling three misspellings
more than two
misspellings or
errors and/or
and/or grammatical misspellings and/or
grammatical errors.
grammatical errors.
errors.
grammatical errors.
____
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Student used a clear
voice and correct,
precise
pronunciation of
terms.
____
Total---->
____
Student incorrectly
Student's voice is
pronounces terms.
clear. Student
Audience members
pronounces most
have difficulty hearing
words correctly.
presentation.
Teacher’s Comments
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Group Progress Rubric
Name: _____________________
Teacher:
Date: ______________________
Title of Work: ______________
Skills
Helping:
The teacher observed the students
offering assistance to each other.
Listening:
The teacher observed students
working from each other's ideas.
Criteria
Points
0
10
15
20
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
None of the
Some of the
Most of the
All of the
Time
Time
Time
Time
____
____
Participating:
The teacher observed each
student contributing to the
project.
Persuading:
The teacher observed the students
exchanging, defending, and
rethinking ideas.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
____
____
____
Total Points ____
Teacher Comments:
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Infographic about Me!
OBJECTIVE:
Now is your time to shine and create something all about you! Your job is to create a one page
“Infographic” that represents you visually as you look toward life after high school and a
possible future job or college opportunity.
MATERIALS NEEDED:
Computer, Internet access, personal pictures, sketch paper; good quality glossy or matte paper,
printer






Create a personal logo that relates to you personally.
Select a title for your infographic that represents who you are or want to be.
Select at least six positive descriptors that tell others about you and how you relate
to or manage others. These must be real and can be backed up by examples. They
should include:
 One for the type of friend you are
 One for the types of friends you have
 One that tells about your integrity or honesty
 One that tells what you would like to accomplish in the future
 One that tells what type of a team player you are
 One that tells what type of work ethic you have
 One that tells the quality you possess that you are most proud of
 One that tells how you treat others
Include a person of influence – your most influential family member, friend, role
model or teacher
Design the infographic using letter size paper. Print out a quality copy.
Must include a picture of yourself and your name.
Written Report
How will you describe yourself? Type a summary on the following (one page minimum):




Purpose: Tell why these descriptors are a real representation of you and why you
selected them. Explain your choice of person of influence.
Plans: What would you like the results to be in the future?
Place: Where would you like to be located?
Promotion: How will you promote yourself?
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Name: _____________________
Date: ___________________
Infographic About Me! Project Rubric
Title: ___________________________________________
Process
Below Avg.
Satisfactory
Excellent
Has clear vision of final infographic; directions
were followed
1, 2, 3
4, 5, 6
7, 8, 9
2. Properly organized to present; complete
and cohesive representation
1, 2, 3
4, 5, 6
7, 8, 9
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
Below Avg.
Satisfactory
Excellent
1. Format (in infographic form)
1, 2, 3
4, 5, 6
7, 8, 9
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
4. Creativity in presentation
1, 2, 3
4, 5, 6
7, 8, 9
5. Demonstrates knowledge of descriptors
and identifiers
1, 2, 3
4, 5, 6
7, 8, 9, 10
4. Acquired needed knowledge base with
examples ready for choices
5. Communicated efforts with teacher
Product (Project)
Total Score:____________________________
Teacher’s Comments:
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Interpersonal Skills
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self-Esteem
Empathy
Personal ethics:
 _______________________
 _______________________
 _______________________
Creativity Initiative and Responsibility
 _________________________________________
 _________________________________________
 _________________________________________
Attitude
 _________________________________________
o __________________________________
o __________________________________
Self-Control/Orderliness
 _________________________________________
 _________________________________________
Self-Awareness & Willingness to Change
 _________________________________________
 _________________________________________
 _________________________________________
 _________________________________________
Self-Esteem



_________________________________________
_________________________________________
_________________________________________
o ___________________________________
o ___________________________________
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Empathy
 _________________________________________
 _________________________________________
II.
Personal Skills
Assertiveness:
 _________________________________________
 _________________________________________
 _________________________________________
Time Management:
 _________________________________________
 _________________________________________
 _________________________________________
Goal Setting:
 _________________________________________
 _________________________________________
 __________________________________________
 __________________________________________
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Interpersonal Skills KEY
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self Esteem
Empathy
Personal ethics:



Honesty
Integrity
Play Fair
Creativity Initiative and Responsibility



Find new ways to do your job (cuts boredom)
Do what needs to be done without being told
Be accountable for your actions
Attitude



Develop a positive attitude
View difficult assignments as a challenge
A positive attitude flows over into other areas
Self-Control/Orderliness


What does it mean to be tactful?
A must when dealing with difficult customers
Self-Awareness & Willingness to Change




Make a list of strengths & weaknesses
You may think you know everything!
The first 100 years are the hardest!
Adaptable employees are valuable
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Self-Esteem



The way you see yourself – your value
Demonstrate self-esteem on the job by showing confidence in your work
Build customers’ self-esteem too
o Call them by name
o Smile and greet them
Empathy


II.
Understand another’s situation or frame of mind
Putting oneself in another’s place
Personal Skills
Assertiveness:



Stand up for yourself, but don’t be pushy
Don’t boss others
Make sure you know what you’re talking about
Time Management:



Budget your time
Don’t over-commit yourself or you will regret it
Sometimes “NO” is okay!
Goal Setting:


What do you want out of:
o Life
o Career?
o Personal Relationships?
Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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“Personal Bucket List”
50 Things You Want to Do Before Age 65
Think about this carefully before you begin. In your “50 Things,” you will need a word
processing program to devise a list of 50 things to do before you reach age 65. Include a brief
(one or two sentence) explanation on why you would do each task or activity. You may not
repeat or combine any! Your list must include:
1 challenging sport (counts as one “thing”)
1 regular activity you never tried but would like to
2 sights in the world you would like to see (each counts as one “thing”)
2 career options (each counts as one “thing”)
2 personal goals (each counts as one “thing”)
3 activities that includes your family members
2 things you would do for someone else (each counts as one “thing”)
2 activities you would do for your community
The rest are up to you!
Date Due: __________________
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Amusement Park Development
Branding and Advertising Campaign
OBJECTIVE:
Students will work in groups and use management and leadership skills learned in order to
successfully complete all assigned tasks in this amusement park project.
MATERIALS NEEDED:
Computers, Internet access, projector for presentations, printer, paper for ad campaign, and
brochure
Amusement parks have become part of America’s pastime. In this project, your team, as part of
the Department for Product Design and Development for AlphaGenX Amusement Park is
responsible for the advertising campaign announcing the NEW amusement park to be built in
your area.
First rule of thumb…Be sure to read the through the whole project before beginning.
Part 1: Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create mockups of several logos (thumbnails are fine) to be shown to students in your
math or English class. Have students rank them by what they like best to what they like
least. Include space for them to write whey they did or did not like a particular logo
idea.
C. After your surveys have been completed, you are to write a final analysis of what logo
idea the participants liked the best for an amusement park. Explain your findings from
the information provided.
Part 2: Research and Development for Brochure
A. Once you have an idea for the logo, you will need to gather information for a brochure.
Research other amusement park brochures or websites to gather information. You will
need to know the following (at a minimum):
1. Name of the park and a logo mock up
2. Location of the park
3. Number of roller coasters
4. Names of roller coasters
5. Names of park areas or sections
6. 10 other rides (type and name)
7. Water rides
8. Available food and beverages
9. Entertainment offered
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10. Services Offered
11. Location of park
12. Surrounding cities
13. Any other pertinent information you discover
Part 3: Your Proposed Amusement Park Brand and Ad Campaign
This is the section where YOUR design of YOUR brand for the amusement park comes to life.
You CANNOT have the same exact ideas, features or themes as another brand! Your brochure
should include:
1. Overall theme for the brand
2-. Principal sponsor (companies, corporations, etc.)
3. Location of park and contact information
4. Names and description of rides
5. Number of rides
6. Areas for different ages
7. Number of concession stands and restaurants
8. Layout or map of the park, including parking
9. Other park attractions and activities
Considerations
- Define your target market, its location and population of the area.
- Be prepared to defend your reasoning.
- What is the name; what is the overall theme?
- Include the logo design and the brand.
- Defend your color choices
What, if any, types of signage will you need?
Will there be billboards?
Will the brand or logo fit easily into the website information?
You must include the following:
- A typed proposal for the brand (with the logo and brand mockup)
- A brochure for the park, which includes a detailed map of the park and surrounding area
The project needs to be neat and look professional.
All written information must be typed or word-processed.
Prepare a multimedia presentation or video to use as you present your project to the Board
of Directors.
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Amusement Park Advertising Campaign Rubric
Presentation Title:_______________________________________________
Name: ________________________
Teacher:
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
Points
3
4
Audience has
Student presents
Audience cannot
Student presents
difficulty following
information in
understand presentation
information in
presentation because
logical, interesting
because there is no
logical sequence that
student jumps
sequence that
sequence of information.
audience can follow.
around.
audience can follow.
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student used no visuals.
Student occasionally
used visuals that
rarely support text
and presentation.
____
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
____
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
____
Student's presentation
Presentation had
Presentation has no
Presentation has no
had four or more spelling three misspellings
more than two
misspellings or
errors and/or
and/or grammatical misspellings and/or
grammatical errors.
grammatical errors.
errors.
grammatical errors.
____
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
Student used a clear
voice and correct,
precise
pronunciation of
terms.
____
Total---->
____
Student incorrectly
Student's voice is
pronounces terms.
clear. Student
Audience members
pronounces most
have difficulty hearing
words correctly.
presentation.
Teacher’s Comments:
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