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Lesson: Principles of Design Production

Title

Principles of Design Production

Description

A lesson in which students apply principles of design to create an advertisement

Summary

Students will create their own advertisement product utilizing the principles of design. After creating an advertisement, students will engage in a peer editing activity to revise the project and improve it.

For more information about effective advertising techniques, refer to Entrepreneurship: Advertising and Fundraising.

Objectives

  • Students will apply foundational design principles to create a sample product.
  • Students will construct an advertisement using foundational design principles.
  • Students will evaluate each other’s product based on foundational design principles, and provide constructive feedback for revisions.
  • Students will revise a product based on peer evaluations.

Common Core State Standards

CCSS.ELA-Literacy.W-9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of a subject.
CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)
CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Partnership for 21st Century Skills — Student Outcomes

Skills
Learning and Innovation Skills Creativity and Innovation
Learning and Innovation Skills Communication and Collaboratio,
Information, Media and Technology Skills Media Literacy 
Life and Career Skills Productivity and Accountability

Length

150 minutes

Materials

Quiz: Labeling and Identification and Key

Graphing paper (or computers with software such as Adobe InDesign, or free desktop publishing site such as Scribus.net)

Handout: Peer Editing Checklist

Handout: Spread Evaluation

Rulers

Colored pencils

Pencils

Lesson step-by-step

1. Connect to previous lesson — 30 minutes

Administer Quiz 2.3a – Labeling and Identification. Students will identify design principles and label portions of a spread to demonstrate what they learned from the previous lesson.

2. Application — remainder of class with additional day(s) as needed

Students will use either desktop publishing or graphing design paper to create an advertisement. *You may suggest topic for advertisement or students may choose a product or company of their own choosing.

  1. Graphing paper Instructions
    1. When using the blue sheet, it may be a good idea to specify size of advertisement and set column guides for students to use. This is good practice in design no matter the end product.
    2. Students will need to include all of the applicable components of an advertisement: Product name, product logo, address, phone number, website, price, how to order or purchase, company information, contact person, color, lines, borders, backgrounds, icons, images (not all of these elements may be needed; the teacher can determine what to include).
    3. Students will need to use color in their advertisement as part of their design.
    4. Students will need rulers, colored pencils and pencils to create the advertisement using the blue graphic paper.
  2. Desktop publishing software
    1. When using the computer, set up the document size and column guides using the desktop publishing software to which your class has access.
    2. Students will need to include all of the applicable components of an advertisement: Product name, product logo, address, phone number, website, price, how to order or purchase, company information, contact person, color, lines, borders, backgrounds, icons, images (not all of these elements may be needed; the teacher can determine what to include).
    3. Students will need to know how to use the tools in a desktop publishing program to create the elements needed for the advertisement: type tool, selection tool, shape tool, line tool, inserting special characters (for page numbers), swatches, stroke menu, fill and stroke colors, master pages, working pages, arrange objects (move to front, back). Refer to the basic tutorial demonstrating basic InDesign and Photoshop techniques as desired.

Students will need to follow the principles of design as they create their advertisement. The advertisement should be a final product for summative assessment that the student not only understands how to recognize good design, but how to also apply that knowledge to complete a task of their own.

The purpose of the final product for the advertisement is not to create a masterpiece of spectacular example of design. Inform students they are not looking for a perfect design; rather the focus is on using solid design principles to create a solid design concept.

Monitor students as they work, offering suggestions to improve the design and giving feedback during the design process.

3. Peer review — 20 minutes

After students finish their advertisements and before turning them in, they will engage in a peer edit using Handout 2.3: Peer Editing Checklist. As they go through the checklist together in pairs, students will comment on things that can be improved and offer suggestions for how. Both the “what” and “how” are important in giving feedback so students know what they need to change or edit. After peer editing, students will revise and edit their advertisements based on the comments from the peer editing checklist. After they have finished editing and revising, they will turn in their work. Consider hanging a few strong designs around the room so students can see what other classmates created.

Assessment

Quiz: Labeling and Identification

Advertisement

Rubric

Does not meet expectations(10 points) Meets expectations(20 points) Exceeds expectations(30 points) Total points
Design The student does not demonstrate any of the principles of design in their advertisement. The advertisement seems chaotic, disorganized, and/or does not appeal to the viewer. The student demonstrates some but not all of the principles of design in their advertisement. The advertisement is somewhat organized, but may not be visually appealing to the viewer. The student demonstrates a clear understanding of the principles of design. The advertisement is organized, visually appealing and demonstrates solid design characteristics. ____ / 30
Components The design includes one or two components required for the advertisement. The design includes most of the necessary components for the advertisement but may have missed one or two. The design includes all of the necessary components for the advertisement. ____ / 30
Format The design does not meet specifications for graphing paper or software to set up document. The design meets specifications for graphing paper or software to set up document. ____ / 30
Total points ____ / 90