These are days 13-19 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 13-19 of a four-week unit if class meets daily (55 minutes/class). Adjustments can be made accordingly.
Zip file: Instructor InDesign workshop part 2
Zip file: Student InDesign workshop part 2
Videos: InDesign workshop video tutorials (Password: InDesignWorkshop247)
Flash/thumb drive or some other drive
1. Journal: Bell assignment—5 minutes each day for 7 days
Students should respond to the following prompts at the start of class each day:
Day 13 Journal: Look through an old magazine. Tear out a news / feature / or department page that exhibits body copy, color and photos. Fold and place the magazine page in your journal (and keep). Write about how type is used in the layout. What category of type was used for headlines, body copy, captions, etc. Were any type styles applied to any of the type (bold, italic, etc.). Why do you believe the designer made the type/style decisions that he/she did? How did it add to the information or overall page design/navigation?
Day 14 Journal: Using the same magazine page you tore out on Day 13, now look at how color is used on the page (except in photos). How did the magazine designer use color (including black and white) in the layout? Do you feel color was used to emphasize a specific element or feature? Why were these specific colors chosen for the design?
Day 15 Journal: Using the same magazine page you tore out on Day 13, now look at the column grid structure. How many columns can you assume are presented in the layout? How does that particular column structure help the organization of the information/page?
Day 16 Journal: Using the same magazine page you tore out on Day 13, now look at the photos or images in the layout. Are they typical squares or rectangles – or does the page use photo cutouts? Why do you believe the designer chose to use the images in this way vs. doing the opposite (rectangle vs. cutout). Does it make the page more visually interesting?
Day 17 Journal: Look through an old magazine. Tear out a full-page ad that exhibits some amount of type, color and image (photo or illustration). Fold and place the magazine page in your journal (and keep). Write about how type is used in the ad. What category of type was used for headlines, copy, etc. Were any type styles applied to any of the type (bold, italic, etc.). Why do you believe the designer made the type/style decisions that he/she did? How does the type add to the information or overall ad design?
Day 18 Journal: Using the same magazine ad you tore out on Day 17, now look at how color is used in the ad (except in photos). How did the ad designer use color (including black and white) in the layout? Do you feel color was used to emphasize a specific element or feature? Why were these specific colors chosen for the design?
Day 19 Journal: Using the same magazine ad you tore out on Day 17, now look at the photos or illustrations in the ad. Are they typical squares or rectangles – or does the ad use photo cutouts or illustrations of some sort? Why do you believe the designer chose to use the images in this way vs. doing the opposite (rectangle vs. cutout). Does it make the ad more visually interesting?
2. Main Instruction—45 minutes each day for 5 days
Days 13-14 are workshop time. Using the knowledge gained from “STUDENTS Workshop.Part 1,” students will continue learning Adobe InDesign functionality by completing “STUDENTS Workshop.Part 2.”
Provide students with the “STUDENTS Workshop.Part 2.zip” file. Save it to a common share point on a server. However, you may wish to save it to each computer individually or save it to each student’s individual flash drive or something else.
Each student should unpack and save the “STUDENTS Workshop. Part 2” folder to their own computer, an individual folder on a server or flash drive. Inside each folder, students will find a folder for “document fonts,” another folder for “Links,” and a PDF of the InDesign Workshop.Part 2 instructions.
If you do not already have the fonts saved on your computers, you’ll need to do that prior to starting the tutorial. Students may be able to do this themselves, or it may require permission from you or your school technology coordinator. NOTE: These tutorials were created using Adobe InDesign on a Mac. Everything should function relatively the same on a PC, but there are some differences using quick keys, etc. You may also encounter some font issues. If that is the case, it is recommended that you substitute fonts already installed on your computers that match the fonts in the tutorials as closely as possible.
Once fonts are loaded and each student has downloaded/unpacked the workshop folder, they may begin the tutorials. Students may work individually or in pairs. If working in pairs, be sure each student participates and executes different aspects of the workshop.
Note: “InDesign Workshop.Part 2” does not have step-by-step instructions. For this workshop, they should use the knowledge they gained from Workshop 1 combined with critical thinking to figure out how to recreate this layout. It should be understood: this workshop utilizes all the same photos, fonts and formatting techniques as Workshop 1. Students will need to change the column grid, place and size photos differently, and size headlines to fit the space appropriately. Body copy, caption and fact box formatting is the same as Workshop 1.
It is absolutely permissible for students to go back and watch the InDesign Tutorial videos as a resource. Just know, however, what they are watching is in reference to Workshop 1, so they will need to make the necessary changes or adjustments for Workshop 2. Remind students that if they are going to watch the InDesign tutorial videos, they should use headphones so as to not distract classmates.
Students should save work/progress in an appropriate place (i.e. individual computers, server folder, flash drive, etc.) so they can continue their work each day.
Once students are finished with their assignment, it should be printed or electronically submitted for grading at the end of day 17. Students should ALWAYS submit a PDF for electronic grading.
At the end of day 17, distribute the Study Guide and inform students they will have a quiz over Design Foundations on Day 20. Any downtime a student has should be spent studying for the Design Foundations quiz.
Using the provided InDesign Workshop Rubric, the teacher will evaluate and score each project circling the errors on the student project. NOTE: Ideally this should be done on the spot as students turn in their work. 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 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 differences.
Return the graded project to the student and have them fix the problems/errors to earn back points (extra credit) during the next two days.
2. Continue instruction—45 minutes each day for two days
Days 18-19 are 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?
Remind students that if they finish Workshop.Part 2 early, they should be studying for their upcoming Design Foundations quiz on Day 20.
At the end of day 19, students should print/save/upload their revised extra credit work for grading. Student should ALWAYS submit PDF for electronic grading.
3. Clean up—5 minutes