6411
Computer Applications I
COURSE
Unit B
Software Applications for Business
COMPETENCY
3.00
B2
32%
Understand documents and publications
used in business.
OBJECTIVE
3.02
B2
10%
Understand business publications.
ESSENTIAL
QUESTION
 What are five design principles and what impact do they have on
publications?
 What are four characteristics of the target audience that affect the design
and development of publications?
 What publication is the most effective means for communicating
information?
Business Publications
I.

In today’s information age, society has become desensitized to words and prose
that require more than a cursory glance to comprehend.

Readers must instantly recognize that a message is important enough to warrant
further investment of their time.

Information that is delivered must be arranged attractively and consistently in the
publication, accurately presented, and concisely stated.

Information must be delivered with a hook that will grab the reader’s attention.

Selection of an appropriate type of publication to deliver a message is dependent
upon:
o knowledge of design principles,
o characteristics of the target audience, and
o the desired effect of the communication.
Design Principles – rules for creating effective publications. What makes a
publication stand out, elicit emotion, and produce a reaction?
A.
B.
Alignment – the arrangement of text and objects on a page. Arrange text
in a logical flow (left to right) to enhance readability.
 Use a consistent alignment for text throughout – left or right justified or
centered. Titles centered and text left justified, for example
Consistency
1.
Color scheme – maintain a consistent color scheme throughout a
publication that is appropriate for the intended mood and behavior
response from the audience
a.
Energizing and emotional colors are used excite and
promote action
i.
Black – sensual and mysterious
ii.
Blue – inspirational
iii.
Green – youthful, fresh
iv.
Orange – adventurous and open
v.
Purple – creative
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 1
C.
vi.
Red – fast, intense, passionate
vii.
Yellow – idealism
b.
Calming and spiritual colors are used to reduce the level
of excitement and promote subdued, serious, or passive
behaviors and emotions
i.
Blue – healing
ii.
Green – renewal
iii.
Pink – non-violence, passive behavior
iv.
Purple – reflection
v.
White – innocence
c.
Symbolic colors are used to evoke culture-specific
responses
i.
Black – affluence, formality, evil (bad guys always
wear black)
ii.
Blue – integrity (“true blue”)
iii.
Green – honesty and sincerity
iv.
Pink – think about breast cancer awareness
v.
Red – power
vi.
Red, white, and blue – pride, solidarity
2.
Font scheme – select a uniform style, size, and effect for all
headings and another for the body
a.
Use a serif font for headings and a sans serif for the body or
visa versa to make a distinction between them
b.
The use of all capital letters decreases readability
c.
Use a font that is appropriate for the message of the
publication
 A comic sans font is more appropriate for a birthday party
publication than one on rules of conduct
3.
Graphics – use a consistent format throughout the publication.
Use either all cartoon-like images or all high quality photo images,
etc. Graphics include clip art and photographic images.
• Photographic images of surfers catching waves are more
appropriate than cartoon images of beach chairs and sun tan
lotion for a newsletter about a surf club.
Contrast – Where is the reader’s attention focused first? Emphasize the
most important objects of the publication with color and size.
1.
A distinct contrast of appearance should separate the headings
from the body.
2.
Is the text color sufficiently lighter or darker than the background
color so that it is easy to read and stands out?
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 2
Proximity/Unity – Are the objects grouped appropriately?
1.
Graphics should be placed in close proximity to the text they
support.
2.
Is there uniform and appropriate space between the headings and
the body?
E.
White Space – the negative or blank space in a publication should be
uniform and serve the function of giving the reader’s eyes a break
• Provides segue to the objects and enhances the overall message of
the publication
• Consistent and uniform margins help organize the information
The Target Audience
Knowledge of the target audience is critical to effective communication through
publications. The identifying characteristics of the target audience provide the
“hooks” for grabbing their attention by appealing to their age, ability, special
interests, and group membership.
A.
What is the general age of the target audience?
1.
Is the publication being prepared for young children to entertain
them and tell a story at a birthday party?
2.
Is it for a classroom to inform students about a topic?
3.
The age of the target audience will assist in choosing design
elements that will be used in the publication.
B.
What is the general educational background of the target audience? If it
can be defined, knowledge of the educational background will determine
the amount of text, word choices, and amount of graphics used in the
publication.
C.
Does the audience share common interests, such as knitting, doll
collecting, or kayaking?
D.
Does the audience share similar group memberships, such as Boy
Scouts, FBLA, sororities or fraternities?
D.
II.
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 3
III.
Purpose of Publication
A.
Communicate contact information for a business or individual that often
includes the name, address, phone numbers, email address, web
address, and a logo or picture. Two publications with common
information:
1.
Business card – A business card is a publication that contains
contact information for a business or individual.
a.
Distributed and used to help recipients remember you or
your business and typically includes the contact’s name,
company, logo, address, telephone and cell phone numbers,
email address, and fax number
b.
Some cards include a personal photograph
c.
The format for a business card differs according to user
preference.
d.
As always, the most important aspect of a business card is
readability and professional appearance.
e.
Usually printed on card stock, which is heavier than paper
and holds up better against wear and tear caused by
keeping it in a pocket or billfold
2.
Letterhead stationery – the phrase letterhead stationery implies
the use of a heading at the top and sometimes also at the bottom of
a letter
a.
Used by businesses, organizations, or individuals to
communicate a message and relay contact information
b.
Letterhead stationery adds a sense of professionalism and
credibility
c.
Usually includes the name and logo of the company,
organization, or individual as well as the address, telephone
and cell phone numbers, email address, and fax number
d.
Design varies from person to person and organization to
organization
e.
When used with a business card and envelope, the color
scheme and graphics should be consistent
f.
Templates and wizards are commonly used to create
letterhead stationery
B.
Advertise, Educate, Inform about an event, product, or idea
1.
Flyer – used to advertise a one-time upcoming event such as a
play or PTSA meeting
a.
A one-page document used by a business or individual to
advertise or provide information about an event
b.
Often distributed via an attachment to email, by posting on
bulletin boards or telephone poles, or handed out on the
street
c.
Typically used to convey information that is temporary in
nature and has a short life span
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 4
d.
e.
2.
3.
Advertises a single event and is used for a one-time purpose
Usually contains only basic information, such as the name,
date, time, and location of the event
Brochure – used to provide information, educate, or advertise a
specific topic or product, such as a description of the AP
program at a school or the pathways within each career cluster
a.
Like a flyer, a brochure is used by an organization, company,
or individual to advertise or provide information.
b.
A more long-term nature than that of a flyer
c.
A short publication generally printed on higher grade paper
than a flyer, which employs the use of color and graphics
d.
May be in single-sheet form, in which case they are printed
front and back for bi-fold or tri-fold presentation, or they may
be printed in booklet sheet form
e.
When printed in booklet form, the brochure may be bound by
stitching or stapling.
f.
Examples of uses of brochures include brochures for
Computer Applications or travel destinations
Newsletter – used to provide informational updates to a
specific club, group, or organization on a regular basis
a.
Created by a business, organization, or individual that is
distributed on a regular basis – weekly, monthly, or quarterly
b.
Typically formatted in columns with side headings, graphics,
and text boxes
c.
May use one or more sheets of paper
d.
Used to present information and updates for a specific
organization, club, agency, or business whereas a brochure
is more of an advertisement
e.
Does not necessarily advertise, unless, for example, to
advertise a special company event for the given time period,
such as an upcoming blood drive
f.
Whereas brochures describe a single entity in detail,
such as a course or a product or service, newsletters
describe a variety of events over a specific time period
and are usually tailored to a specific group.
g.
Examples of uses of newsletters include the PTSA
newsletter published at your school, those distributed by
churches, and those used to convey the news and events of
the Boys and Girls Club.
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 5
Activities
1.

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

2.


Relevancy
Preparation: Prior to this activity, gather an
assortment of business cards, letterhead
stationery, flyers, newsletters, and brochures
from your personal cache, the Internet, or
other sources. Suggest that students bring
examples from home as well
Divide students in groups and distribute one
of the following publications to each group:
 Business card
 Letterhead stationery
 Flyer
 Brochure
 Newsletter
Distribute a Publication Examination sheet
to each group. Instruct each group to
examine their publication using the questions
on the Publication Examination sheet as a
guideline. One member of each group should
record the answers
Facilitate a class discussion of responses
from each group
 Develops basic
understanding
of design
principles
including
alignment,
consistency,
contrast,
proximity/unity,
and white
space
Using a digital projector, view and discuss the  Explains five
Design Principles PowerPoint while students
design
take notes using the Design Principles
principles used
graphic organizer
to create
effective
Facilitate class discussion about each design
business
principle using the following questions:
publications
o What does alignment mean and what are
some examples of alignment?
o What are the elements of consistency?
o Provide examples of each
o What is contrast? Provide examples.
o What does the design principle
proximity/unity mean? Provide examples.
o What is white space? Provide examples.
o What is the difference between alignment
and white space?
Resources
 Publication
samples
supplied by
teacher or
brought to
class by
students
 Publication
Examination
group activity
(p 15)
 Design
Principles
PowerPoint
 Design
Principles
graphic
organizer
(p 16)
Continued on next page
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 6
Activities
3.






Relevancy
This activity will explore the design principle of  Understand the
consistency. As explained in the unpacked
meaning of
content, part of the consistency principle
color as a
entails selecting a color scheme that is
communication
appropriate for the publication and elicits an
factor in
emotional response or behavior.
publication
design
Distribute the Psychology of Colors activity
to students
This activity is divided into two parts. In Part
I, students will be divided into five groups.
Each group will be assigned a specific word
and should brainstorm as many adjectives,
colors, and associations as come to mind in 8
minutes. Once the 8 minute time period is
over, specific directions for debriefing and
summarizing are provided on the activity
sheet.
Part II may be assigned as homework or for
completion after school in the Media Center
Instruct students to visit the website
http://www.factmonster.com/spot/colors1.html.
Instruct students to research the meanings of
colors and then take the online quiz
At the completion of this activity, invite
students to discuss what they have learned
Resources
 Internet
 Psychology of
Colors activity
and key
(p 17-20)
Continued on next page
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 7
Activities
4.
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5.



6.


Relevancy
Distribute four Design Principles
 Develops
Effectiveness Rating Sheets to each
understanding
student
of the
characteristics
Using a digital projector, display the House
of each design
for Sale Flyer 1 (located in the 3.02
principle
Publications folder). Use a Publication
Effectiveness Rating Sheet to determine the
effectiveness of the flyer. Allow students to
follow along and offer input.
Once the House for Sale Flyer 1 has been
rated, display the House for Sale Flyer 2 and
follow the same rating procedures using
another rating sheet.
Instruct students to use the two remaining
Design Principles Effectiveness Rating
Sheets to rate the next two flyers, BMW for
Sale Flyers 1 and 2, on their own as they are
displayed using a digital projector.
Facilitate class discussion about the causes of
ineffective designs and how they might be
improved
Resources
  3.02/
Publication
Samples/
House 1
  3.02/
Publication
Samples/
House 2
  3.02/
Publication
Samples/ BMW
1
  3.02/
Publication
Samples/ BMW
2
 Design
Principles
Effectiveness
Rating Sheets
(p 21) and keys
(p 22-23)
Distribute Traits of the Target Audience to
students for their use in taking notes as
teacher displays The Target Audience
PowerPoint
Facilitate class discussion concerning student
interpretations of the PowerPoint and to
review their notes
Review the characteristics of age, education,
interests, and group membership
 Builds student
 The Target
understanding
Audience
of the three
PowerPoint
traits of the
 Traits of the
target audience
Target
that need to be
Audience
addressed
graphic
when creating
organizer
publications
(p 24-25)
View the Publications PowerPoint and
facilitate class discussion as students take
notes using the Publications graphic
organizer
Facilitate class discussion about the different
types and purposes of publications
 Develops
understanding
of the types of
publications
and their uses
as related to
the purpose of
the
communication
6411 – Computer Applications I
Summer 2008
 Publications
PowerPoint
 Publications
graphic
organizer
(p 26)
Unit B – 3.02 – page 8
Activities
7.


8.




Relevancy
Distribute What Publication Am I? to
students and instruct them to use their notes
to complete the activity
Upon completion of the activity, review the
answers with the class. Ask students to state
the reasons why they chose each document.
Ask students why one document is preferred
over another in each scenario
 Builds student
understanding
of the
characteristics
and uses of
publications
Distribute Guided Practice: Business Card  Develops
to students for their use in taking notes as you
understanding
describe the purpose of a business card
of the
characteristics
Facilitate class discussion and instruct
of a target
students to record the answers about the
audience and
characteristics of the target audience for this
the use of a
publication. The characteristics of the target
business card
audience will be different for the independent
as a means of
practice activities.
communicating
Using a digital projector, demonstrate how to
information
format a business card as students continue
through guided
to take notes on the Guided Practice:
practice
Business Card activity sheet and follow
along with you at their computers to format
the publication.
Facilitate class discussion about the three
characteristics of the target audience as they
apply to the business card in this activity. Ask
students the following questions:
 Is the font and color scheme used in the
business card for this activity appropriate
for the target audience? Why or why not?
 Why is knowledge of the target audience
an important design consideration?
 Why would the owner of the shop need a
business card?
Resources
 What
Publication Am
I? activity and
key (p 27-28)
 Guided
Practice:
Business Card
(p 29)
  3.02/
Publication
Samples/
Petals Card
Continued on next page
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 9
Activities
9.

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
10. 




Relevancy
Resources
Distribute Independent Practice: Business
Card and instruct students to complete the
activity according to directions.
Monitor/provide assistance as necessary
Display student work around the room or view
using a digital projector.
Facilitate class discussion using the following
questions about the target audience:
 What do they think is the average age of
the surf shop customers?
 What about the educational background of
the target audience?
 In what kind of groups might they
participate?
 How did these characteristics influence
their design?
 Reinforces
understanding
of the
characteristics
of a target
audience and
the use of a
business card
as a means of
communicating
information
through
independent
practice
 Independent
Practice:
Business Card
activity (p 30)
Distribute Guided Practice: Letterhead
Stationery to students for their use in taking
notes as you describe the purpose of
letterhead stationery.
Ask students for examples of situations in
which the flower shop owner could use
letterhead stationery.
Using a digital projector, demonstrate how to
format letterhead stationery as students take
notes on the Guided Practice: Letterhead
Stationery activity sheet and follow along
with you at their computers to format the
publication.
Co-curricular note: Explain the difference in
meaning between stationery and stationary.
If desired, view and/or use online templates
for letterhead stationery at
 Develops
understanding
of the use of
letterhead
stationery as a
means of
communicating
information
through guided
practice
 Guided
Practice:
Letterhead
Stationery
(p 31)
 Internet
(optional)
  3.02/
Publication
Samples/
Petals
Letterhead
http://office.microsoft.com/enus/templates/CT101043261033.aspx
Continued on next page
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 10
Activities
11. 
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
12. 




Relevancy
Resources
Distribute Independent Practice:
 Reinforces
Letterhead Stationery and instruct students
understanding
to complete the activity according to directions
of the use of
letterhead
Monitor/provide assistance as necessary
stationery as a
Ask for student responses as to the
means of
differences and similarities between a
communicating
business card and letterhead stationery
information
Display student work around the room or view
through
using a digital projector
independent
practice
 Independent
Practice:
Letterhead
Stationery
(p 32)
Distribute Guided Practice: Flyer to students  Develops
for their use in taking notes as you describe
understanding
the purpose of a flyer
of design
principles and
Using a digital projector, demonstrate how to
the use of a
format a flyer as students continue to take
flyer as a
notes and follow along with you at their
means of
computers to format the publication.
communicating
Ask students for additional examples of how
information
the owner of the flower shop would use a flyer
through guided
Facilitate a class discussion about the design
practice
principles used in this activity (uses of
proximity, white space, font styles, and font
sizes, color scheme), the purpose of a
newsletter, and the characteristics of the
target audience
If desired, view or use online templates for
flyers at http://office.microsoft.com/enus/templates/TC060862091033.aspx?Categor
yID=CT101043281033&av=ZWD000
 Guided
Practice: Flyer
(p 33)
 Internet
(Optional)
  3.02/
Publication
Samples/
Petals Flyer
Continued on next page
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 11
Activities
13. 
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


14. 




Relevancy
Resources
Distribute Independent Practice: Flyer and
instruct students to complete the activity
according to directions.
Monitor/provide assistance as necessary
Facilitate discussion about the characteristics
of the target audience for this activity.
 What is the average age of the people
targeted by the flyer information?
 Can they assume anything about the
educational background of their target
audience?
 Of what other groups might the target
audience be members?
Display student work around the room or view
using a digital projector.
Ask students for additional examples of how
the surf show owner could use a flyer.
 Reinforces
understanding
of design
principles and
the use of a
flyer as a
means of
communicating
information
through
independent
practice
 Independent
Practice: Flyer
(p 34)
Distribute Guided Practice: Brochure to
students for their use in taking notes as you
describe the purpose of a brochure
Facilitate class discussion and instruct
students to record the answers about the
differences and similarities between
brochures, newsletters, and flyers.
Using a digital projector, demonstrate how to
format a brochure as students take notes on
the Guided Practice: Brochure activity
sheet and follow along with you at their
computers to format the publication.
Discuss with students the design principles
(uses of proximity, white space, font styles,
and font sizes), purpose of the brochure, and
characteristics of the target audience.
If desired, view and/or use online templates
for brochures at http://office.microsoft.com/en-
 Develops
understanding
of the use of a
brochure as a
means of
communicating
information
through guided
practice
 Guided
Practice:
Brochure (p 35)
 Internet
(Optional)
  3.02/
Publication
Samples/
Petals
Brochure
us/templates/TC060862091033.
aspx?CategoryID=CT101043281033&av=ZWD000
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 12
Activities
15. 
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16. 
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


Relevancy
Resources
Distribute Independent Practice: Brochure
and instruct students to complete the activity
according to directions.
For this activity, students will need to
compose the content for the brochure.
Facilitate class discussion to generate
suggestions for content.
Monitor/provide assistance as necessary
Display student work around the room or view
using a digital projector
Discuss students’ designs and review the
design principles, purpose, and
characteristics of their target audience.
Ask students for additional examples of how
the surf shop owner could use a brochure.
 Reinforces
understanding
of the use of a
brochure as a
means of
communicating
information
through
independent
practice
 Independent
Practice:
Brochure (p 36)
Distribute Guided Practice: Newsletter to
students for their use in taking notes as you
describe the purpose of a newsletter.
Facilitate class discussion and instruct
students to record the answers about the
differences and similarities between a flyer
and a newsletter for this activity.
Using a digital projector, demonstrate how to
format a newsletter as students take notes on
the Guided Practice: Newsletter activity
sheet and follow along with you at their
computers to format the publication.
Discuss with students the design principles
(uses of proximity, white space, font styles,
and font sizes), color scheme purpose of the
newsletter, and characteristics of the target
audience.
Facilitate a discussion about the similarities
and differences between a brochure and a
newsletter.
If desired, view/use online templates for flyers
at http://office.microsoft.com/enus/templates/TC060862091033.
aspx?CategoryID=CT101043281033&av=ZW
D000
 Develops
understanding
of the use of a
newsletter as a
means of
communicating
information
through guided
practice
 Guided
Practice:
Newsletter
(p 37)
 Internet
(Optional)
  3.02/
Publication
Samples/
Petals
Newsletter
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 13
Activities
17. 
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



Relevancy
Distribute Independent Practice:
Newsletter and instruct students to complete
the activity according to directions.
In this activity, students are creating a
newsletter for the surf shop and must create
the content. Facilitate class discussion to
generate suggestions for the content.
Ask students to share their plans for the
newsletter content by answering the following
questions:
 What topics of information do they plan to
include?
 Will graphic images be used?
 What font scheme will they use and why?
Monitor/provide assistance as necessary
Display student work around the room or view
using a digital projector
Ask students for additional examples of how
the surf shop owner would use a newsletter.
 Reinforces
understanding
of the use of a
newsletter as a
means of
communicating
information
through
independent
practice
18.  Distribute the Publications Characteristics
 Reinforces
graphic organizer to students
understanding
of the
AND
formatting
 Instruct them to use their notes to summarize
guidelines,
and describe each publication
characteristics,
OR
similarities and
 Assign students to groups and instruct them to
differences,
complete the activity together.
and uses of
each
AND
publication
 Instruct students to use a unique symbol to
identify characteristics that are common
between two or more publications.
 For example, a brochure and a flyer are
both used to advertise or provide
information. Students would write the
characteristic in both boxes and place a
star beside each
 Students should use unique symbols for
each grouping of common characteristics
 Facilitate a class discussion about the
differences and similarities of each publication
6411 – Computer Applications I
Summer 2008
Resources
 Independent
Practice:
Newsletter
(p 38)
 Publications
Characteristics
graphic
organizer and
key (p 39-40)
Unit B – 3.02 – page 14
Publication Examination
Group Activity
Student Names:
Date:
PUBLICATION EXAMINATION
Directions: Select a member of your group to answer the questions below about the
publication your group has been assigned to examine.
1.
In what order do students read the information (left to right, top to bottom)?
2.
How are the text and objects aligned?
3.
Is there a color scheme?
4.
What do students notice about the font size and style?
5.
What types of graphics have been used?
6.
How do the graphics relate to the topics of each publication?
7.
What part of the publication caught their eye first? Why?
8.
What do students notice about the relationship between the graphics and the text
they represent?
9.
What is white space and what is its purpose?
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 15
Design Principles graphic organizer
Student Activity
Student Name:
Period:
Date:
Alignment
White Space
Consistency
Design
Principles
Contrast
Proximity
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 16
Psychology of Colors
Student Activity
Student Name:
Period:
Date:
PSYCHOLOGY OF COLORS
It has been scientifically proven that colors evoke different emotional and behavioral
responses. In this activity, you will learn about the emotional and behavioral
implications associated with color choices.
Directions for Part I:
1.
Each student will number off around the room from 1 – 5.
a. All of the “1s” are assigned the word energizing.
b. All of the “2s” are assigned the word emotional.
c. All of the “3s” are assigned the word calming.
d. All of the “4s” are assigned the word spiritual.
e. All of the “5s” are assigned the word symbolic.
2.
Each group will be allowed 8 minutes to brainstorm as many adjectives, objects,
associations, and colors that describe the word.
• For example, when you think of the word pretty, you might think of the color
pink and the objects ballet shoes and tutu, and the adjectives girly, soft, and
calm.
3.
At the end of the 8 minute time period, one student will record answers on the
board as a representative from group takes a turn at providing five examples
from the brainstorming session.
4.
Once all groups have reported, the student recorder will facilitate discussion
about the results by making generalizations and asking the questions below.
a. What colors were associated with more than one of the 5 words?
b. What adjectives were associated with more than one of the 5 words?
c. What objects were associated with more than one of the 5 words?
d. What generalizations can you conclude?
e. How else do you associate meaning with color? Think about the color red:
teachers use it to grade papers, stoplights and signs, warnings, hot, etc.
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 17
Psychology of Colors
Student Name:
Student Activity
Period:
Date:
Directions for Part II: Visit the website http://www.factmonster.com/spot/colors1.html
to learn more about colors and test your color sense by taking the online quiz.
1.
A good color for a restaurant because it
stimulates the appetite.
2.
Foods dyed this color are considered the least
appetizing.
3.
Legal pads come in this color because it aids in
concentration.
4.
This color is popular in decorating because it
makes a room look light and any color of
furnishings will work with it.
5.
A stimulating color. It is said that it causes a
faster heartbeat and breathing.
6.
A passive color. The University of Iowa paints
the visiting team’s football locker room this color.
7.
A popular color for calming the body and causing
a peaceful, tranquil effect.
8.
A difficult color for the eye. Research says that
babies cry more often when seeing this color.
9.
The easiest color on the eye and it can improve
vision.
10.
It is considered a “solid” color and it is very
popular with men.
11.
It is considered a “mysterious” color.
12.
This color is considered feminine and romantic.
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 18
Psychology of Colors
Teacher Key
PSYCHOLOGY OF COLORS
Part I Possible student answers
Energizing
Spiritual
Adventure
Orange
Balance
White
Cheerfulness
Yellow
Harmony
Green
Speed
Red
Clarity
White
Youthfulness
Green
Healing
Blue
Creativity
Purple, Yellow
Reflection
Purple
Idealism
Yellow
Renewal
Green
Inspiration
Blue
Peace
Blue
Intensity
Red
Thoughtful
Blue
Passion
Red
Cleanliness
Blue
Romance
Purple
Purity
White
Sexuality
Black
Innocence
White
Mystery
Black
Sacredness
White
Wisdom
Yellow
Openness
Orange
Emotional
Image
Affluence
Black, Green
Power
Red
Depression
Black
Sophistication
Black
Fear
Black
Elegance
Black
Optimism
Orange, Yellow
Trustworthy
Green
Hunger
Red
Respected
Blue
Love
Soft pink
Calming
Beauty
Pink
Non-violent
Pink
Sensitivity
Pink
Learning
Green
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 19
Psychology of Colors
Teacher Key
Part II – Answers from the online color quiz
1.
A good color for a restaurant
because it stimulates the appetite.
2.
Foods dyed this color are
considered the least appetizing.
BLUE
3.
Legal pads come in this color
because it aids in concentration.
YELLOW
4.
This color is popular in decorating
because it makes a room look light
and any color of furnishings will
work with it.
WHITE
A stimulating color. It is said that it
causes a faster heartbeat and
breathing.
RED
A passive color. The University of
Iowa paints the visiting team’s
football locker room this color.
PINK
A popular color for calming the body
and causing a peaceful, tranquil
effect.
BLUE
A difficult color for the eye.
Research says that babies cry more
often when seeing this color.
YELLOW
5.
6.
7.
8.
RED
9.
The easiest color on the eye and it
can improve vision.
GREEN
10.
It is considered a “solid” color and it
is very popular with men.
BROWN
11.
It is considered a “mysterious”
color.
BLACK
12.
This color is considered feminine
and romantic.
PURPLE
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 20
Design Principles Effectiveness Rating Sheet
Student Name:
Student Activity
Period:
Date:
DESIGN PRINCIPLES EFFECTIVENESS RATING SHEET
Yes
No
Alignment
Is text aligned consistently?
Are objects placed appropriately (not too high or low)?
Consistency
Is there a color scheme?
Is the color scheme consistent throughout?
Is the color scheme appropriate for the message?
Is there a font scheme?
Is the font scheme consistent throughout?
Is the font scheme appropriate for the message?
Are the graphic formats consistent?
Are the graphics appropriate for the content?
Are the graphics of the appropriate size that is consistent with
the message of the publication?
Contrast
Is the most important information prominently displayed?
Does the text stand out against the background color?
Are the headings distinctly different from the body?
Proximity
Are the graphic objects in close proximity to the text they
support?
Is there consistent and uniform space between the headings
and the body?
White Space
Is there consistent and uniform white space throughout the
publication?
Overall Rating of Publication
6411 – Computer Applications I
Effective
Summer 2008
Not Effective
Unit B – 3.02 – page 21
Design Principles Effectiveness Rating Sheet
Teacher Key
DESIGN PRINCIPLES EFFECTIVENESS RATING SHEET
House for Sale Flyer 1
Yes
No
Alignment
Is text aligned consistently?
X
Are objects placed appropriately (not too high or low)?
X
Consistency
Is there a color scheme?
X
Is the color scheme consistent throughout?
NA
NA
Is the color scheme appropriate for the message?
NA
NA
Is there a font scheme?
X
Is the font scheme consistent throughout?
X
Is the font scheme appropriate for the message?
X
Are the graphic formats consistent?
NA
Are the graphics appropriate for the content?
NA
X
Are the graphics of the appropriate size that is consistent with
the message of the publication?
X
Contrast
Is the most important information prominently displayed?
X
Does the text stand out against the background color?
X
Are the headings distinctly different from the body?
X
Proximity
Are the graphic objects in close proximity to the text they
support?
X
Is there consistent and uniform space between the headings
and the body?
X
White Space
Is there consistent and uniform white space throughout the
publication?
Overall Rating of Publication
6411 – Computer Applications I
X
Effective
Not Effective
Summer 2008
Unit B – 3.02 – page 22
Design Principles Effectiveness Rating Sheet
Teacher Key
DESIGN PRINCIPLES EFFECTIVENESS RATING SHEET
House for Sale Flyer 2
Yes
No
Alignment
Is text aligned consistently?
X
Are objects placed appropriately (not too high or low)?
X
Consistency
Is there a color scheme?
X
Is the color scheme consistent throughout?
X
Is the color scheme appropriate for the message?
X
Is there a font scheme?
X
Is the font scheme consistent throughout?
X
Is the font scheme appropriate for the message?
X
Are the graphic formats consistent?
X
Are the graphics appropriate for the content?
X
Are the graphics of the appropriate size that is consistent with
the message of the publication?
X
Contrast
Is the most important information prominently displayed?
X
Does the text stand out against the background color?
X
Are the headings distinctly different from the body?
X
Proximity
Are the graphic objects in close proximity to the text they
support?
X
Is there consistent and uniform space between the headings
and the body?
X
White Space
Is there consistent and uniform white space throughout the
publication?
Overall Rating of Publication
6411 – Computer Applications I
X
Effective
Not Effective
Summer 2008
Unit B – 3.02 – page 23
Traits of the Target Audience
Student Name:
Student Activity
Period:
Date:
TRAITS OF THE TARGET AUDIENCE
Directions: As you view the Target Audience PowerPoint, take notes about how the
three traits affect the design of a publication.
For each trait, describe the appropriate combinations and amounts of text and graphics
that should be used in a flyer you are creating for a group of middle school
(preteen) children about FBLA.
Age
Color and font schemes are used to set mood and should appeal to age of audience.
What color and font schemes are appropriate for the preteens AND the message?
What kind of graphics would appeal to preteens? – Cartoons or photographic images?
What else?
Educational
Background
How well do they read? Use this information to determine the amount of text, graphics, and
white space.
Continued on next page
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 24
Traits of the Target Audience
Student Activity
Student Name:
Period:
Date:
Interests
What common interests does the group share?
Do they all like to text, visit chat rooms, watch cartoons, ride skateboards, etc.?
What jargon or buzzwords would appeal to them?
What graphics will grab their attention?
Group
Membership
You know their main group is preteens, but what subgroups are popular for preteens?
Boy Scouts? Girl Scouts? Band? FBLA?
Summarize
Put all of the characteristics you have gathered about the target audience in a brief
paragraph. Describe the color and font schemes, the amount of text and the type of
graphics that are appropriate for the age of the audience and the mood of the message.
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 25
Publications graphic organizer
Student Name:
Student Activity
Period:
Date:
PUBLICATIONS
Select the Publication
Define the Purpose
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 26
What Publication Am I?
Student Activity
Student Name:
Period:
Date:
WHAT PUBLICATION AM I?
Directions: Read each scenario and determine the type of publication that is most
appropriate means of communication. Place the letter of the publication in the blank
provided.
A.
B.
C.
Brochure
Newsletter
Letterhead
D.
E.
Business card
Flyer
___1.
Susan wants her neighborhood babysitting clients to remember her and
have quick access to her phone number whenever they are in need of a
babysitter.
___2.
Jane wants to advertise the upcoming blood drive at her school.
___3.
Mark wants to send a professionally prepared communication to potential
clients to introduce himself, provide contact information, and describe his
web development services.
___4.
Sam is trying to drum up new FBLA members and wants to describe the
purpose of FBLA and some of the different activities in which the club
participated in previous years. He also wants to include a few pictures of
students at different FBLA regional competitive events and community
service projects.
___5.
Jamaul is the communications specialist for his Boy Scout troop. He
wants to send monthly updates to the members of his troop and their
parents about recent activities, make announcements about honors some
of the members have received, and provide information about upcoming
events.
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 27
What Publication Am I?
Teacher Key
WHAT PUBLICATION AM I?
Directions: Read each scenario and determine the type of publication that is most
appropriate means of communication. Place the letter of the publication in the blank
provided.
A.
B.
C.
Brochure
Newsletter
Letterhead
D.
E.
Business card
Flyer
D
1. Susan wants her neighborhood babysitting clients to remember her and have
quick access to her phone number whenever they are in need of a babysitter.
E
2. Jane wants to advertise the upcoming blood drive at her school.
C
3. Mark wants to send a professionally prepared communication to potential
clients to introduce himself, provide contact information, and describe his web
development services.
A
4. Sam is trying to drum up new FBLA members and wants to describe the
purpose of FBLA and some of the different activities in which the club
participated in previous years. He also wants to include a few pictures of
students at different FBLA regional competitive events and community service
projects.
B
5. Jamaul is the communications specialist for his Boy Scout troop. He wants to
send monthly updates to the members of his troop and their parents about
recent activities, make announcements about honors some of the members
have received, and provide information about upcoming events.
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 28
Guided Practice: Business Card
Student Name:
Teacher Demonstration
Period:
Date:
GUIDED PRACTICE: BUSINESS CARD
Directions: For this activity, you will follow along with
your teacher to create a business card for a client who
owns a flower and gift shop. Think about what
information should be included and how it should be
presented on the card. Use the following questions as
guidelines for planning the publication. If additional
space is needed for notes, use the back of this
sheet.
1. Describe the purpose of this publication.
2. Describe the characteristics of the target audience that is likely to use this
information.
a. Age
b. Education
c. Interests
d. Group memberships
3. Formatting instructions:
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 29
Independent Practice: Business Card
Student Name:
Student Activity
Period:
Date:
INDEPENDENT PRACTICE: BUSINESS CARD
Directions: For this activity, you will work independently to create a business card for
a client who is opening a surf shop. Think about what information should be included
and how it should be presented on the card.
Describe the purpose of this publication.
Describe the characteristics of the target audience that is likely to use this information.
a. Age
b. Education
c. Interests
d. Group membership
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 30
Guided Practice: Letterhead Stationery
Student Name:
Teacher Demonstration
Period:
Date:
GUIDED PRACTICE: LETTERHEAD STATIONERY
Directions: For this activity, you will follow
along with your teacher to create letterhead
stationery for the flower shop.
What is the purpose of letterhead stationery?
List examples of how letterhead stationery can
be used for the flower shop.
Formatting instructions:
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 31
Independent Practice: Letterhead Stationery
Student Name:
Period:
Student Activity
Date:
INDEPENDENT PRACTICE: LETTERHEAD STATIONERY
Directions: For this activity, you will work independently to create a letterhead for a
client who is opening a surf shop. Use the same design and color scheme as the
business card you created in Independent Practice: Business Card.
List examples of how the surf shop owner will use the letterhead stationery.
Describe the differences and similarities of the letterhead stationery and the business
card you created.
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 32
Guided Practice: Flyer
Teacher Demonstration
Student Name:
Period:
Date:
GUIDED PRACTICE: FLYER
Directions: For this activity, you will follow along with
your teacher to create a flyer for the flower shop
advertising a Mother’s Day Special.
1. What is the purpose of a flyer?
2. Describe the characteristics of the target audience.
3. What are some additional examples of how the owner of the flower shop could use a
flyer?
4. Is the color scheme appropriate for this publication? Why or why not?
Formatting notes:
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 33
Independent Practice: Flyer
Student Name:
Student Activity
Period:
Date:
INDEPENDENT PRACTICE: FLYER
Directions: For this activity, you will work independently to create a flyer for the surf
shop advertising a Memorial Day Special.
What is the purpose of this flyer?
Describe the characteristics of the target audience that are likely to use this information.
a. Age
b. Education
c. Interests
d. Group membership
Guiding Questions for the Flyer: What kind of sale are you planning? What products
are you selling? Will the sale offer a 10% discount on all merchandise or just some?
List additional examples of how the surf shop owner could use a flyer.
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 34
Guided Practice: Brochure
Teacher Demonstration
Student Name:
Period:
Date:
GUIDED PRACTICE: BROCHURE
Directions: For this activity, you will follow along with your
teacher to create a brochure about fall gardening that is used by the
Petals in the Wind Garden Club. Use the back of this sheet for
additional space to record formatting notes.
1. What is the purpose of a brochure?
2. How is a brochure different from a newsletter?
3. How is a brochure similar to a newsletter?
4. How is a brochure different from a flyer?
5. How is a brochure similar to a flyer?
Record formatting notes on the back of this activity sheet.
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 35
Independent Practice: Brochure
Student Activity
Student Name:
Period:
Date:
INDEPENDENT PRACTICE: BROCHURE
Directions: For this activity, you will work independently to create a brochure for the
surf shop.
Possible topics for the brochure:
•
Features of a specific surf board
•
Tidal information and cautions
•
How to surf
•
Great surf destinations
Describe the characteristics of the three traits of the target audience that are likely to
use this information.
a. Age
b. Education
c. Group membership
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 36
Guided Practice: Newsletter
Teacher Demonstration
Student Name:
Period:
Date:
GUIDED PRACTICE: NEWSLETTER
Directions: For this activity, you will follow along
with your teacher to create a newsletter for the Petals
in the Wind Ladies’ Garden Club that is hosted by the
flower shop.
What is the purpose of a newsletter?
How is the newsletter different from a flyer?
How is the newsletter similar to a flyer?
Formatting notes:
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 37
Independent Practice: Newsletter
Student Activity
Student Name:
Period:
Date:
INDEPENDENT PRACTICE: NEWSLETTER
Directions: For this activity, you will work independently to create a newsletter for the
Wave Catcher’s Club that is sponsored by the surf shop.
1. What topics of information do you plan to include in the newsletter?
2. Do you plan to use any graphic images and if so, from which resources (list them
separately)?
3. What font scheme will you use? Why?
6411 – Computer Applications I
Summer 2008
Unit B – 3.02 – page 38
Publications Characteristics graphic organizer
Student Name:
Student Activity
Period:
Date:
PUBLICATIONS CHARACTERISTICS
Directions: Use the graphic organizer to describe the characteristics of a business card, letterhead stationery, a flyer, a
newsletter, and a brochure. Use a unique symbol to indicate similarities among the publications.
Flyer
Newsletter
Business Card
Letterhead Stationery
Brochure
6411 – Computer Applications I
2008
Competency B – 3.02 – page 39
PUBLICATIONS CHARACTERISTICS
Directions: Use the graphic organizer to describe the characteristics of a business card, letterhead stationery, a flyer, a
newsletter, and a brochure. Use a unique symbol to indicate similarities among the publications.
Flyer
 Printed on one page
 Distributed as an email attachment, displayed on
bulletin boards or telephone poles.
 Usually short-term
 Usually displays date, time, location of and event
 Used to advertise or provide information
Newsletter
 Usually keyed in columns
 May require one or more pages
 Usually prepared for a specific organization,
company, or group to provide updates and
information about group members.
Business Card
 Contains contact information
 Usually contains a logo
 Usually printed on cardstock
 Used as a remembrance
Letterhead Stationery
 Contains contact information in the header and
sometimes in the footer
 Usually contains a logo
Brochure

Usually printed on high quality paper

Information is of longer-term than a flyer

Uses color and graphics

Requires more than one page

Printed in bi-fold, tri-fold, or booklet form

Used to advertise or provide information
6411 – Computer Applications I
2008
 Used to identify a company or organization and the
design scheme used is similar for all publications
they produce.
Competency B – 3.02 – page 40