Description: This is day three 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.
- 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
|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||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||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||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.|
This is day three 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:
– 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)
- Journal: Bell Assignment (5 minutes)
- Using the LCD projector, display a different newspaper, magazine or yearbook spread that you find interesting/appealing on the screen. Ask students to locate and identify the various type classifications used in the spread for the following elements: 1) Headline/display type, 2) body copy, 3) captions or cutlines, and 4) graphics or alternative story structures.
- Main Instruction (50 minutes)
- Distribute “InDesign Handout”
- If the teacher is already familiar with Adobe InDesign, review handout to familiarize students with program set-up and InDesign tools and quick keys — allowing students to take notes as necessary. If the teacher isn’t comfortable with Adobe InDesign, go to Step C.
- Still sitting in the main classroom (without computers in front of the students), show the following videos using an LCD projector and screen — encouraging students to take notes as they watch. Previewing these videos before sitting down at a computer will be a good primer so the students won’t be completely overwhelmed when they start working in the program later.
- Show “Intro. 1.Type and Selection Tools” video (6 min 53 sec)
- Show “Intro. 2. Rectangle and Direct Selection Tools” video (6 min 15 sec)
- Show “Intro. 3.Saving and Undo” video (5 min. 41 sec)
- Show “Intro. 4.Fill, Stroke, Color Swatches and Tint” video (8 min 35 sec)
- Show “Intro. 5.Line, Hand and Zoom” video (8 min 27 sec)
- Dismiss – No Homework