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Design Foundations – Day 1: Dissecting Design

Description: This is day one of a four-week unit plan that helps students learn the basic terminology, functions and foundations of design. Topics covered include typography, color, grids, formatting, spacing, measurements and modular design.

 

Objectives

  • Students will identify the four basic categories of type.
  • Students will learn and recite definitions of design terms.
  • Students will know how to read and apply measurements.
  • Students will know how to format type using common design language.
  • Students will know the basic concepts of color application, purpose and use.
  • Students will learn and practice how to work within a grid using appropriate spacing and modular design strategies in Adobe InDesign.
  • Students will create layouts using different column grids using Adobe InDesign.
  • Students will learn and practice how to place, size, crop, edit and apply a stroke to photos using Adobe InDesign.
  • Students will learn and practice how to place, size and format headlines and body copy using Adobe InDesign.
  • Students will learn and practice how to use the various tools and functions of Adobe InDesign that are critical to layout presentation.

 

Common Core State Standards

CCSS.ELA-LITERACY.RST.11-12.4

CCSS.ELA-LITERACY.RST.9-10.4

 

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
CCSS.ELA-LITERACY.RST.11-12.5

CCSS.ELA-LITERACY.RST.9-10.5

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
CCSS.ELA-LITERACY.RST.11-12.7

CCSS.ELA-LITERACY.RST.9-10.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RST.11-12.9

CCSS.ELA-LITERACY.RST.9-10.9

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

 

Length

This is day one of a four-week unit if class meets daily (55 minutes/class). Adjustments can be made accordingly.

 

Materials / resources

– Provided ppt. presentations and handouts in the following:

Instructor InDesign Workshop Part 1

Instructor InDesign Workshop Part 2

Student InDesign Workshop Part 1

Student InDesign Workshop Part 2

– Old Newspapers, magazines and yearbooks that can be cut up

– In/Out of Class Project Assessment Rubrics

– InDesign Workshop Materials

– InDesign Workshop Assessment Rubric

InDesign Workshop Video Tutorials (Password: InDesignWorkshop247)

– computer/projector

– ppt.

– whiteboard/markers

– pen/paper/journal

– old newspapers and magazines

– scissors

 

Lesson Instructions

  • Journal: Bell Assignment (10 minutes)
    1. What print publications do you like to read regularly (newspapers, magazines, etc.) or browse while you are waiting in a doctor or dentist office? What makes them appealing?
    2. Discussion – Write pub names on the board while students respond placing check boxes next to the ones with multiple votes.
    3. Ask: Why do they like those particular publications? Get a general feel for what makes those particular publications special to your students.
  • Main Instruction (20 minutes)
    1. Review with the class the “Dissecting Design” on what makes design appealing
      1. Type
      2. Color
  • Modules & columns
  1. Art
  • Dissecting Design Assignment (20 min.) – Finish as homework
    1. Looking through old newspapers and magazines, find and cut out examples of the following elements that create visual interest:
      1. 2 examples of good type use
      2. 2 examples of good color use
  • 2 examples of modules
  1. 2 examples of good art use
  1. Glue the examples to a sheet of paper (or multiple sheets depending on example sizes). Number them accordingly. On a separate sheet of lined paper, write 2-3 sentences for each example explaining why they are good representations of those elements … what made them stand out to you?
  2. Assignment should be graded/evaluated using the “Dissecting Design Assignment Rubric”
  3. Clean-up (5 minutes)