Introduction to Graphics and Design
Unit 1: Lesson # 1 (of 10) P A G E L A Y O U T
CU Student: Tamara Fritz
Cooperating Teacher: Ron Dexter
Content/Endorsement Area: Graphic Communications & Design
Grade Level: 10th, 11th, 12th
School Site: Statesboro High School
Supervisor: Sandy Bowman
Unit Topic: Page Layout
Daily Topic: Measurement
Pre-Planning: Academic Foundations/Standards:
HS.MP.1
Make sense of problems and persevere in solving them.
HS.MP.2
Reason abstractly and quantitatively.
HS.MP.3
Construct viable arguments and critique the reasoning of others.
HS.MP.5
Use appropriate tools strategically.
HS.MP.8
Look for and express regularity in repeated reasoning.
AR.CM.01 Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing
works of art for a variety of purposes. AR.CM.CP.02 Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one’s work, and identify the impact that different choices might have made.
Goal of the Lesson:
Students will understand and demonstrate how to design a page layout using InDesign. 1. Create, save and print a one page document.
2. Design and produce a one page document with desired fonts (collected), formatting, margins, indents, tabs, gutters, guides, trims, folds and proper leading.
3. Demonstrate proper text alignment, use appropriate tools for element positioning and demonstrate knowledge of the rule of thirds in their page design.
4. Create column guides using the Layout tool according to job specifications. 5. Set-up and select the appropriate pagination for the given job according to the design brief. 6. Proofread, edit and make corrections/adjustment to copy on screen.
Behavioral Objectives:
The Behavior Verb: Demonstrate
The Condition: Using InDesignt the student will demonstrate the ability to create a one page document according to the provided page specifications in the provided design brief. The Criteria: The completed document meets the specifications as outlined in the design brief Performance Indicator: Design Brief.
Example: Design Brief with completed pagination.
Domain 3: Instruction
Component 3a: Communication with Students
Expectations for Learning
Directions and Procedures
Explanations of Contents
Component1e: Designing for Coherent Instruction
Lesson and unit structure
Component 2e: Organizing Physical Space
Safety and Accessibility
Arrangement of furniture and use of Physical Resources
Integration:
Integration of other subject areas: Compile a summary of integration from other subject areas and a brief explanation of the intended integration.
Integration of Reading Comprehension: Student will read and interpret production information on design brief. Integration of Basic Math: whole number problems decimal problems, addition, subtraction, multiplication, division; decimal to percent conversion problems, ration and proportion problems, linear measurement problems, type calculation problems, solve conversion problems between inches, points and picas.
Differentiation Strategies:
Indicate any accommodations for diversity or students with special needs.
504 Plans: Review the accommodations, services or supports necessary to address the impairment/disability as described on any Students Accommodation Plan. Provide supplemental, differential or alternative design briefs that will maximize the students potential and best support their needs as described under their individual 504 plan. English Language Learners (ELL)
1.
Utilize visual literacy by creating visual representations of each aspect of the design brief parameters.
2.
“Utilize[ing] Graphic Organizers as a means of introducing and assessing concepts in a manner that encourages meaningful learning.” [www.csun.edu/science/ref/language/teaching-ell.html] 3.
Partner English learners with strong English speakers.
4.
Vocabulary: Provide additional instruction to help students learn to correlate concepts directly with new vocabulary.
Differentiation Strategies (continued):
Individualized Education Plans (IEPs)
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Communication Needs of the Student
Behavioral Needs of the Student
English language Needs of the Student
Determine levels of academic achievement and functional performance Determine Method of Assessment [standard, extended or modified] (with or without accommodations) Implications for Assessment pertaining towards graduation requirements Implications for accountability: measurable annual goals both academic and functional Determine method of progress report to parents
Short-term objectives including non-participation justification
Office of Student Learning & Partnerships. (January 20, 2011). Oregon standard individualized education program (IEP) Form 581-5138b-P. Oregon Standard IEP for students age 16 or older when IEP is in effect. Retrieved February 18, 2013 from www.ode.state.or.us/search/page/?=1163
Special Education (SPED): Refer to 504 Plans
Talented and Gifted (TAG): Provide sequential lessons to compliment current lesson with additional assignment parameters that compound lesson difficulty.
Safety Considerations:
Follow posted rules for behavior in computer lab.
Resources, Equipment and Materials:
Paper, pencils, rulers, e-scales, handouts (design brief), computers with page layout software
Prerequisites:
Students must have completed MAC101: Introduction to OS 10.6+ operating system environment. Students must know how to read a ruler.
Students must have a working knowledge of math and measurement in order to produce the design.
Implementation:
Lesson 1: Page Layout with integration of Math & Measurement (50 min.)
Motivator:
Concepts:
1.
Have prospective Prom King and Queen introduce lesson. Objective: By learning the basics and ‘acing’ this lesson one, a student will earn the right to produce a flyer about the prom that will be reproduced in the school newspaper.
2.
Bring in an Advertising Manager from a local newspaper to introduce the concepts covered in the Design Brief Objective: By illustrating the value of learning measurement he will introduce a ‘real world aspect’ to the lesson.
3.
Bring in a working designer from Herschend Family Entertainment (owner and operator of 31 Theme Parks nation-wide) to discuss why the basics matter. Objective: The best, and most accurate, assignment wins a day-in-the-life of a real working graphic design department.
Procedure:
Detailed content outline for teacher presentations, teaching strategies used, discussion questions, activities for student involvement, etc. This should be complete enough that someone could come in and teach from it.
Teacher Presentation:
1.
Identify the standards. Standards should be posted in the classroom. HS.MP.1
HS.MP.2
HS.MP.3
HS.MP.5
HS.MP.8
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others. Use appropriate tools strategically.
Look for and express regularity in repeated reasoning.
AR.CM.01 Select and combine essential elements and organizational principles to achieve a desired effect when creating, presenting and/or performing works of art for a variety of purposes. AR.CM.CP.02 Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one’s work, and identify the impact that different choices might have made. 2.
Pick and Present one concept (see Motivator) to introduce Design Brief.
4.
Clearly identify assignment parameters, identifiers and outcomes expected. • Create, save and print a one page document.
• Design and produce a one page document with desired fonts (collected), formatting, margins, indents, tabs, gutters, guides, trims, folds and proper leading. • Demonstrate proper text alignment, use appropriate tools for element positioning and demonstrate knowledge of the rule of thirds in their page design. • Create column guides using the layout tool according to job specifications. • Set-up and select the appropriate pagination for the given job according to the design brief. • Proofread, edit and make corrections/adjustment to copy on screen.
3.
Introduce New Vocabulary. Add to the Word Wall.
Procedure (continued):
Teaching Strategies:
• Review Essential Questions
• Vocabulary on Word Wall; add new words to Word Wall
• Go through Design Brief step-by-step; make sure students understand each step required • Set-up time clock for time management strategies
Discussions Questions:
• Can math effect design?
• What is type formatting?
• Why does math affect my design?
• What is the difference between picas & points?
• Who invented the e-guide?
• What is the difference between pagination & page layout?
Activities for Student Involvement:
1.Have a sample ad with all the pieces and parts included at actual (original size); – photos that need to be reduced
– large amount of type printed at 14 pt.
– a blank sheet of paper cut the actual size of the ad
– Ask “How do you think all this information will fit into this tiny space? Answer: Math. 2.Using sample ads from newspapers, magazines and other forms of printed collateral, go through NEW vocabulary words using the printed material as examples.
Closure:
Lesson wrap up: Make sure there are not any more questions before time clock is started. Next Week: Lesson 2: How to add graphics, pre-press and output operations Summary Activities:
– 10 minutes BEFORE clock runs out, Check your document against design brief parameters. – Learn to proof; trade seats with the person to your right and check off their work.
Assessment: Grading based on parameters as outlined in design brief. ATTACHMENTS FOR LESSON PLAN
• Lesson 1 Math Worksheet.pdf
• Lesson 1 Text.indd
• Lesson 1 Sample Ad graphics.psd
• Lesson 1 Design Brief.docx
• Lesson 1 Graphic Organizer Presentation Board
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Reflection:
• What went well?
• What did not go as planned or as anticipated?
• What would you change to improve the lesson for next time? • Were the lesson objectives were met by the students?
• Were there difficulties in learning for any students? If so, what adaptations had to be made for them?
