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Design Foundations – Days 8-12: InDesign Tutorial, Part 1

Description: These are days 8-12 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

These are days 8-12 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

– computers/InDesign

– flash/thumb drive or some other drive

 

 Lesson Instructions

  1. Journal: Bell Assignment (5 minutes each day)
    1. Day 8 Journal: Review – Define the following type categories 1) Serif, 2) Sans Serif, 3) Script, 4) Novelty or Decorative
    2. Day 9 Journal: Review – Define the following terms 1) leading, 2) tracking, 3) kerning, 4) inches, picas and points
    3. Day 10 Journal: Review – Define the following terms 1) monochromatic color scheme, 2) analogous color scheme, 3) complimentary colors, 4) warm colors, 5) cool colors
    4. Day 11 Journal: Review –
    5. Day 12 Journal: Review –
  2. Main Instruction (45 minutes)
    1. Continue InDesign Tutorial instruction saving in an appropriate location along the way.
  3. Day 10 – Print/save/upload your work for grading – ALWAYS submit PDF for electronic grading.
  4. Using the provided InDesign Workshop Rubric, the teacher will evaluate and score each project circling the errors on the student project. NOTE: One trick is to place the student’s workshop printout on top of the original workshop printout and hold it up to the light looking for all the inaccuracies or differences – OR – place the students’ PDF and the original PDF side-by-side on a computer screen, size them the same (e.g. 90%) and look for inaccuracies or differences.
  5. Return the graded project to the student and have them fix the problems/errors to earn back points (extra credit). The teacher should decide how the extra credit will work, i.e. can a student earn back all points missed, a maximum of 10 or 20 extra credit points, or maybe a certain percentage of their original grade?
  6. Days 11-12 – Fix & Correction Days: Return the graded projects to the students and have them fix the problems/errors to earn back points (extra credit). The teacher should decide how the extra credit will work, i.e. can a student earn back all points missed, a maximum of 10 or 20 extra credit points, or maybe a certain percentage of their original grade?
  7. Day 12 – Print/save/upload your revised extra credit work for grading – ALWAYS submit PDF for electronic grading.
  8. Clean up (5 minutes)