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.
- 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.|
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:
– 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)
– flash/thumb drive or some other drive
- Journal: Bell Assignment (5 minutes each day)
- Day 8 Journal: Review – Define the following type categories 1) Serif, 2) Sans Serif, 3) Script, 4) Novelty or Decorative
- Day 9 Journal: Review – Define the following terms 1) leading, 2) tracking, 3) kerning, 4) inches, picas and points
- 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
- Day 11 Journal: Review –
- Day 12 Journal: Review –
- Main Instruction (45 minutes)
- Continue InDesign Tutorial instruction saving in an appropriate location along the way.
- Day 10 – Print/save/upload your work for grading – 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.
- 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?
- 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?
- Day 12 – Print/save/upload your revised extra credit work for grading – ALWAYS submit PDF for electronic grading.
- Clean up (5 minutes)