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Design Foundations – Day 6: Understanding Color

Description: This is day six 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 six 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

– whiteboard/markers

– pen/paper/journal

 

Lesson Instructions

  • Journal: Bell Assignment (5 minutes)
    1. Using the LCD projector, display a newspaper, magazine or yearbook spread that you find interesting/appealing on the screen. Ask students to write about how color is used in the design, 1) Why did the designer use the colors they did? 2) What information (emotion or association) can be gained from the colors they used in relation to the content?
  • Assignment (45 minutes) – finish/complete the assignment started in yesterday’s class
    1. Using Appropriate typefaces and/or arrangement and manipulation, illustrate six of the words below using Adobe InDesign.
    2. Focus on visually expressing the words through type designs that cannote the meaning of each word. You also may stylize, letterspace and/or manipulate typefaces as you see fit (i.e. sizing, tracking, kerning, scaling, coloring, tinting, etc.).
    3. You may not incorporate art elements (i.e. illustrations or photos downloaded from the internet or otherwise) among your type designs. Color is OK, as well as using various tints and shades.
    4. Only one novelty/decorative typeface can be used within your six type illustrations – so choose wisely!
    5. Bottom line, the objective is to make the words look or feel like what they say.
    6. Fit three words to one page – thus you’ll create a two-page document.
      1. Fever
      2. Confused
  • Fancy
  1. Happy
  2. Angry
  3. Hungry
  • Lonely
  • Drunk
  1. Proper
  2. Uncomfortable
  • Print/save/upload your work for grading – ALWAYS submit PDF for electronic grading.
  • Assignment should be graded/evaluated using the “Type & Color Assignment Rubric”
  • Clean up (5 minutes)