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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

Zip files: Instructor InDesign Workshop Part 1

Zip files: Student InDesign Workshop Part 1

Zip files: Student InDesign Workshop Part 2

Videos: InDesign Workshop Video Tutorials (Password: InDesignWorkshop247)

Whiteboard/markers

Pen/paper/journal

Computers/InDesign

Flash/thumb drive or some other drive

Rubric: InDesign Workshop

 

 Lesson step-by-step

1. Journal: Bell Assignment — 5 minutes each day

This lesson picks up from the start of the workshop and tutorials on day 7. When students come in each day and before they go back to work on their tutorials, ask them to respond to the journal prompts below:

  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 – (teacher should choose a prompt based on class progress)
  5. Day 12 Journal: Review – (teacher should choose a prompt based on class progress)

1. Main Instruction—45 minutes each day for three days

On days 8 and 9, continue InDesign Tutorial instruction, saving in an appropriate location along the way. Students can go at their own pace using headphones, or the class can watch the videos together on a central computer and progress collectively through the tutorial.

 

Assessment

On day 10, have students print/save/upload work for grading. Students should ALWAYS submit PDF for electronic grading. 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.

 

2. Continue instruction—45 minutes each day for two more days

On days 11-12, students should use this time to fix and correct their projects. 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?

At the end of day 12,  students should print/save/upload their revised extra credit work for grading. Students should ALWAYS submit PDF for electronic grading.

 

3. Clean up—5 minutes