3. Brainstorm
a theme/concept
B
rainstorming is a great way for verbal and visual thinkers to work together. Teaming up to generate theme/concept ideas invites fresh, new approaches. It’s a collaborative and fun process. An optimal group consists of four to eight people, so everyone can participate, focus on the challenge and build on the ideas being generated. Larger staffs can break into smaller groups and then share their ideas with the entire class.
brainstorming skills. Thinking, listening and actively participating in a noncritical way are vital to a productive and fun brainstorming session. At this stage of the process, quantity is more important than quality. The old saying, there’s no such thing as a bad idea, was tailor-made for brainstorming sessions.
Designate a facilitator. A facilitator can manage the agenda and keep track of the ideas generated, review what’s been said and encourage the quieter group members to contribute.
Cull the list. After the brainstorming session is over, it’s time to critically evaluate the ideas and narrow them down to the ones that make the most sense for your school. Which are the most practical? Which are too simple, or too complex? Pare the list to the few very good ideas — then choose the best one for your theme.
Martha Akers Loudoun Valley High School, Purcellville, VA
“Seldom does a strong theme/concept magically appear with a first thought or idea, so it’s important that the staff use the brainstorming process to add perspective and depth to an idea it may plan to use as a theme. A staff that embraces the process will use brainstorming to create a list of possible themes or concepts, then use it again to see if their choice(s) work as well as they should. For a start on the theme/concept, a staff may choose to brainstorm by listing ideas and thoughts specific and relevant to the school. For instance, the list might include school
colors, mascot and school location to begin. They can then add to the list specific facts about the school during the current year, perceptions others have about the school, perceptions they have about the school and new and different aspects for the year. This is important because it gives a concrete way to begin the process. The next step is to use the brainstorming process again to form a list of specific phrases, idioms or one-word ideas for the theme/concept. But, the most important brainstorming comes at the end. Staff should take the favorite idea and brainstorm how it applies to each part of the book: coverage, photography, design and writing. If each of these areas can be developed with content, form and function that support the theme/concept, then the staff has a usable idea; if not, they may want to begin again. While we typically use the time-tested verbal brainstorming method, we’ve expanded our brainstorming process to include what we call “visual brainstorming.” After, and sometimes during, the traditional theme/concept brainstorming quest, we use Pinterest and other websites to show our ideas. Before, we used books, magazines, greeting cards and even paint chips as visuals, but currently we use them less and less. The immediacy of projecting the images into the room on a large board has helped staff members see what we’re talking about. Having a Pinterest account for the book also allows staff members to keep brainstorming by adding images that we can look at over time. As with so many aspects of yearbook, some staff members enjoy brainstorming and some do not; however, even the naysayers will agree that the process helps more often than hurts. Focused, task-oriented staff members often want to work, not “talk.” But, they realize that in working through the brainstorming process, not only do they have a chance to share their ideas about a theme/ concept, coverage and design, but also they can ask questions to clarify what others are offering. In short, the process can help avoid misunderstandings and miscommunication.
Martha’s Tips 1. Every idea has merit, so treat every staff member’s contributions, thoughts and feelings with respect. 2. Let everyone know what the topic is for that specific session beforehand. This allows them to prepare and to help keep the group on track during the session. 3. Narrow the focus and avoid trying to cover too much in one session. For instance, brainstorming for the theme/ concept in one session may be enough. You may want to wait and brainstorm how it fits your book and your vision for the year another time. That allows participants a chance to think about what’s been said and presented.
spring 2013 |
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