PENNSVILLE SCHOOL DISTRICT CURRICULUM COVER SHEET · Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills UNIT PLAN Course Title: GMT 1 Unit Name: Design

PENNSVILLE SCHOOL DISTRICT

CURRICULUM COVER SHEETAligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Curriculum Design Template

Content Area: Applied Technology

Course Title: GMT 1 – Academy of Graphic Design in Multimedia Technology – Level 1

Grade Level: 9-11

Design & Art Principles 8 weeks

Typography Exploration 8 weeks

Software & Basic Fine ArtInvestigation

8 weeks

Production & Image Methods 8 weeks

Date Created: January 9, 2012 by Rosemarie H. Hoffman

BOE Approval: January 30, 2012


Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills

UNIT PLAN

Course Title: GMT 1 Unit Name: Design & Art Principles Grade Level: 9-11

Content StatementsThe Elements of Art and Principles of Design are intrinsic to visual art regardless of style, genre, or the culture that produces it.

Concept sketches are an integral part of the designers planning stages and understanding tools, materials and techniques will influence their creative results.

Critiquing artwork relies on the reviewer’s objectivity and understanding of the Elements of Art and Principles of Design.

An artist’s ideas must often go through many stages of development and refinement.

Cultural and historical events impact art-making as well as how audiences respond to works of art.

Cumulative Progress Indicators1.1.12.D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. 1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks.1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history.1.2.12.A.2 Justify the impact of innovations in the arts on societal norms and habits of mind in various historical eras. 1.3.12.D.1 Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity.1.3.12.D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding. 1.3.12.D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used. 1.3.12.D.4 Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks.1.3.12.D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work. 1.4.12.A.1 Use contextual clues to differentiate

between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. 1.4.12.A.2 Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. 1.4.12.A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works.1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.1.4.12.B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras.1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning.1.4.12.B.3 Determine the role of art and art making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines.

Overarching Essential Questions What are the Elements of Art and how

do they affect an artwork’s image? What are the Principles of Design and

how does an artist use them when creating a design?

How does proper planning assist in the total design process?

Overarching Enduring Understandings Graphic design is part of our everyday

existence. A graphic designer has created anything produced from a poster to a note pad.

Culture and a continually changing society drive our need to continually re-define all aspects of art and design.

Designers’ understanding of the relationships among media, methodology, and visual statements allows them to use various genres to convey ideas to an audience.

Unit Essential Questions Unit Enduring Understandings

Can the use of line or shape in a design interpret a message to an audience?

Can the integration of the Elements of Art and Principles of Design support a designers’ creative process?

Use of both the Elements of Art and Principles of Design is needed when creating artistic images.

Two-dimensional designs can be rendered culturally specific by using the tools, techniques, styles, and materials to convey a message.

Unit Rationale: The artist-designer integrates the Elements of Art and Principles of Design to create designs that successfully convey a message.

Unit Overview: In this unit students will investigate how the use of the Elements of Art and Principles of Design are used to influence the visual impact of art and design. They will come to understand that changing variables can vary the message to each given audience.

Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)

Students will select adjectives that begin with the letters of their first name; these adjectives are descriptors of themselves. Students will choose clip-art images or develop original artwork that represents these words. Using this text and graphics, a poster with aesthetic appeal will be created depicting the students’ individuality. These words are then placed in a creative story about themselves.Integration of 21st Century ThemesGlobal Perspectives Selected text and graphics are used to represent companies, organizations, and services and

present a message. Civic Literacy Students will begin to understand how an audience reacts to text and graphics when used in

publications.21st Century Learning and Innovation Skills(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving Reason Effectively ° Use various styles of reasoning to recognize the message for an audience. E Use Systems Thinking

° Investigate text and design elements that are effective for a poster design. T,A, E Make Judgments and Decisions

° Make decisions on text and graphic choices to achieve the desired result. T,A, E Solve Problems

° Create multiple roughs of a design before selecting one as the final. T,A, ELearning Targets/Scaffolding Explain the particulars of the Elements of Art and the Principles of Design. Explain the use of shape and line. Define vocabulary needed in understanding and discussing art and designs.

Evidence of LearningSummative Assessment (x Days)

Studio assignment- Poster re-designs presented in at least three variations Small and large group critiques and formal written critique- Students will relate how

Principles of Design and Elements of Art are evident in the design of a finished poster.

Equipment needed: MAC computer, Adobe creative Design programs, video presenter, LCD projectorTeacher Resources: Visual arts library, E-library, Internet websites, Against-the-Clock reference books

Key Terms Archetypal work of art: An artwork that epitomizes a genre of art. Art genres: Artworks that share characteristic approaches to content, form, style, and design.

Each of the four arts disciplines is associated with different genres. Art(s) media: Artistic methods, processes, or means of expression (e.g., presentation

mechanisms such as screen, print, auditory, or tactile modes) used to produce a work of art. Art medium(s): Any material or technique used for expression in art. In art, “medium” refers

to the physical substance used to create artwork. Types of materials include clay, pencil, paint, and others.

Artistic processes: For example, expressionism, abstractionism/non-objectivism, realism, naturalism, impressionism, and others.

Balance: For example, in dance, complementary positions that are on or off the vertical, horizontal, or transverse axes.

Competency: A level of achievement that indicates a student meets or exceeds the standards. Competency is attained when a student can:(1) Respond to artworks with developing understanding, calling upon acquaintance with

works of art from a variety of cultures and historical periods.

(2) Perceive artworks from structural, historical, cultural, and aesthetic perspectives.

(3) Perform in a chosen area of the arts with developing technical ability, as well as the ability to recognize and conceive solutions to artistic problems.

(4) Understand how various types of arts knowledge and skills are related within and across the arts disciplines.

Elements of art: The compositional building blocks of visual art, including line, color, shape, form, texture, and space.

Historical eras in the arts: Artworks that share distinct characteristics and common themes associated with a period of history.

Media Arts: For example, television, film, video, radio, and electronic media.

New art media and methodologies: Artistic works that have a technological component, such as digital art, computer graphics, computer animation, virtual art, computer robotics, and others.

Principles of design: Balance, proportion, rhythm, emphasis, and unity.

Proficiency: A level of achievement that indicates a student meets or exceeds the K-12 arts standards. Proficiency is attained when a student can:

(1) Respond to artworks with insight and depth of understanding, calling upon informed acquaintance with exemplary works of art from a variety of cultures and historical periods.

(2) Develop and present basic analyses of artworks from structural, historical, cultural, and

aesthetic perspectives, pointing to their impact on contemporary modes of expression.

(3) Perform in a chosen area of the arts with consistency, artistic nuance, and technical ability, defining and solving artistic problems with insight, reason, and technical proficiency.

(4) Relate various types of arts knowledge and skills within and across the arts disciplines, by mixing and matching competencies and understandings in art-making, history, culture, and analysis in any arts-related project.

Visual communication: The sharing of ideas primarily through visual means—a concept that is commonly associated with two-dimensional images. Visual communication explores the notion that visual messages have power to inform, educate or persuade. The success of visual communication is often determined by measuring the audience’s comprehension of the artist’s intent, and is not based aesthetic or artistic preference. In the era of electronic communication, the importance of visual communication is heightened because visual displays help users understand the communication taking place.

Visual literacy: The ability to understand subject matter and the meaning of visual artworks within a given cultural context; the ability to communicate in a wide array of art media and express oneself in at least one visual discipline.

Instructional Strategies Lecture/Demonstration- Students will be presented information as well as modeling of

techniques and skills needed to accomplish studio work. Critique- Students are encouraged to participate in group critiques of art works by

professional artists, classmates and themselves. It is understood that the art critique is also an ongoing informal studio practice on the one-to-one level.

Idea Generation- Weekly and daily sketching exercises will be presented to encourage idea development and improve visualization and rendering skills.

Integration of Technology: Use of Art-Stor and on-line gallery resources will allow students to research images for historical, stylistic, and technical information.Customizing Learning/Differentiation Special Needs: Students are encouraged to take notes during lectures and demonstrations. All

information will be made available as resource packets. The students will also participate in discussions and critiques. All students are encouraged to state their subjective opinions. Through this students with special needs will have a different outlet to learn about the visual art discipline as well as facts about each style and medium.

Gifted Learners: Offer use of “studio” grade media. Encourage students to include multiple meanings to imagery created.

Mainstream Learners: Students will have the opportunity to collaborate will other peers in the class. Students are asked to participate and share their ideas; the group will learn to respect all individual opinions and ideas. It is important for collaboration in these settings because it gives the students a different perspective on the material that is being taught.

Formative Assessments “Design Drills” as class activities. Weekly themed sketch assignments. Project roughs and finals in studio critiques.Primary Interdisciplinary Connections

9.1.12.A.1- Apply critical thinking and problem-solving strategies during structured learning experiences.9.1.12.B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.9.1.12.F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.9.2.12.A.1 -Analyze the relationship between various careers and personal earning goals.9.3.12.C.3 - Develop personal interests and activities that support declared career goals and plans.ResourcesMAC computers with Adobe Creative Suite programs installed, laser printers, clip-art filesReferencesJenkins, Ervin A. Comprehensive Graphic Arts. 3rd edition, 1991.

International Paper, Inc. Pocket Pal: A Graphic Arts Production Handbook. 19th edition, 2006.Collaboration ToolsDigital Tools ArtStor.com PrintED – GAERF: Library Dafont.com and 1000 free fonts websiteSuggested Activities for Inclusion in Lesson Planning

Unit TimelineLesson Timeframe

Lesson 1History of Visual Communication

3 days

Lesson 2Page Composition

10 days

Lesson 3Working with Type and Graphics

10 days

Lesson 4Legal Considerations

2 days

Lesson 5Time Management

5 days

Lesson 6Software Introduction

10 days

Sample Lesson Plan 1 Template


Lesson Title: All About Me - Poster Design Timeframe: 20 days

Lesson Components

21st Century Themes

x Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy

x Civic Literacy Health Literacy

21st Century Skills

x Creativity and Innovation

x Critical Thinking and Problem Solving

x Communication and Collaboration

x Information Literacy

x Media Literacy ICT Literacy Life and Career Skills

Interdisciplinary Connections: Art; History; Math; English

Integration of Technology: ATC: Against the Clock; Adobe Creative Suite programs; internet research

Equipment needed: Mac computers; clip-art files; video presenter

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks

Students: Students develop an

aesthetic poster using the letters of their name and then place those words in a creative story about themselves

Students develop anunderstanding of the software tools in the adobe creative suite programs.

Understand how to use the internet as a research tool

Develop an understanding of the way text and graphics work together

Learn how to complete basic presentation methods

Lesson Sequence1. Demonstrate the Adobe InDesign and

Illustrator program tools that are needed to complete the poster

2. Demonstrate ways to research words that begin with a specific letter

3. Show past student examples to simulate ideas

4. Demonstrate how to access clip-art from the server in the classroom

Procedure:: Step #1

1. Type each letter of your name on a separate line then type the rest of the word. They should each be in a separate text box.

2. Use this as a the first letter of a word which describes you, Example: R epectable O rganized S apient (wise) E nthusiastic

3. Select a font that represents you and change the words to this font

4. Increase the point size of the first letter of each word and you may also change the font

Students will take short quizzes on the specific tools used in each of the two programs

Students will create an poster following stated specifications

Students will proofread their work for errors

Students will discuss formal small and large group critiques of their studio projects

5. Select color(s) and be creative. No more than 3 colors should be used

6. Add graphics and illustrations to match the personality of your poster

Procedure:: Step #2

1. Place yourself in a situation such as on the beach at the shore or sitting at the top of the first hill of a roller coaster ride and develop a story about yourself incorporating the words developed in Step #1

2. Keep your story to at least one paragraph. Remember: A paragraph has four or five sentences in it, one introduction sentence, two or three body sentences and one conclusion sentence

3. Change the font style, color, and size to compliment your work in Step #1

Presentation

1. Print two copies and mount each on black paper, leave an extra ½” on the bottom

2. Mount printed copy of your story on the back of the same black paper

3. Turn them in to be laminated

Differentiation: The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Resources Provided Internet websites, Mac computers Past student examples Teacher prepared resource packets



UNIT PLAN

Course Title: GMT 1 Unit Name: Typography Exploration Grade Level: 9-11

Content StatementsTypography is an important part of the design process and visual communication

There are many different typeface designs; they can express moods, tones or emotions.

Typefaces can eliminate monotony in written communication, and give texture to a design.

Concept sketches are an integral part of the designers planning stages and understanding tools, materials and techniques will influence their creative results.

Critiquing designs relies on the reviewer’s objectivity and understanding of the use of typography in design.

A designer’s idea must often go through many stages of development and refinement.

Cultural and historical events impact typography uses as well as how audiences respond.

Measurement

Cumulative Progress Indicators1.1.12.D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. 1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks.1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history.1.2.12.A.2 Justify the impact of innovations in the arts on societal norms and habits of mind in various historical eras. 1.3.12.D.1 Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity.1.3.12.D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding. 1.3.12.D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used. 1.3.12.D.4 Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks.1.3.12.D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work. 1.4.12.A.1 Use contextual clues to differentiate

between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. 1.4.12.A.2 Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. 1.4.12.A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works.1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.1.4.12.B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras.1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning.1.4.12.B.3 Determine the role of art and art making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines.

Overarching Essential Questions What is typography and how does it

affect an artwork’s image? What is the anatomy of type and how

does a designer use a font to create a design?

What are the factors to consider when selecting a font in the design process?

What are the ways that typefaces interact with each other in a page layout?

Overarching Enduring Understandings Typography is part of our everyday existence.

A graphic designer uses typefaces to create a multiple of products from a poster to a note pad.

Designers’ understanding of the relationships between media, anatomy, and personality of the visual elements of typefaces allows them to use various genres to convey ideas to an audience.

Unit Essential Questions Unit Enduring Understandings

Can the use of serif or script font in a layout interpret a different message to an audience?

Can the legibility and readability of a typeface support a designers’ creative process?

Can the use of contrast also be interpreted in the study of typography?

Using varying typefaces is needed when creating artistic designs.

The personality of a layout can be made more aesthetically specific by using the techniques, and styles to convey a message to a reader.

Unit Rationale: The artist-designer integrates typography to create design layouts that successfully convey a message or attract a reader’s attention.

Unit Overview: In this unit students will investigate how the use of typography is used to influence the visual impact of design and layout. They will come to understand that changing the style of the type can add emphasis and vary the message to each given audience.


Students will complete various exercises using typography to gain an understanding of the vast role the study of type plays in the graphic design field. Students will find examples of the twelve ways to emphasize with type and select fonts that represent different emotions. These examples will be cut from magazines or added to a word document and presented using specific guidelines.Integration of 21st Century ThemesGlobal Perspectives Selected text is used to represent companies, organizations, and services and present a

message or emotion. Civic Literacy Students will begin to understand how an audience reacts to type when used in publications.21st Century Learning and Innovation Skills(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving Reason Effectively ° Use various styles of reasoning to recognize the message for an audience. E Use Systems Thinking

° Investigate type elements that are effective for a layout or design. T,A, E Make Judgments and Decisions

° Make decisions on typeface choices to achieve the desired result. T,A, E Solve Problems

° Choose several typefaces before selecting one as the final to represent the idea in a design. T,A, E

Learning Targets/Scaffolding Explain the particulars of Typography. Explain the use of contrast and the twelve ways to emphasize type in a design. Define vocabulary needed in understanding and discussing typography.

Evidence of LearningSummative Assessment (x Days) Studio assignment- Project re-designs presented in at least three variations Small and large group critiques and formal written critiques- Students will relate how the

anatomy of type are evident in the design of a finished poster. Equipment needed: MAC computer, Adobe creative Design programs, video presenter, LCD

projectorTeacher Resources: Visual arts library, E-library, Internet websites, Against-the-Clock reference books





Artistic processes: For example, expressionism, abstractionism/nonobjectivism, realism, naturalism, impressionism, and others.














(2) Develop and present basic analyses of artworks from structural, historical, cultural, and aesthetic perspectives, pointing to their impact on contemporary modes of expression.





Typography Terms:Typeface or font: the name of a typeface refers to an entire family, including all letters, numbers, and punctuation marks.Type Family: includes ALL the variations of a single typeface including the different weights, widths, slants and styles.Characters in a typeface: Uppercase also called capital letters - Used as headlines text, never use as body text,

some type set in all caps is difficult to read because of uneven spacing of letters, Rule of Thumb - Use capital letters sparingly, can be an effective design element

Lowercase Letters - Blends well, easy to read, use as body text Punctuation Marks and Figures - also can be used as illustration

Five (5) factors to consider when choosing a typeface: Legibility - How easy is it to recognize each letter Readability - How easy is it to read words and sentences Appropriateness - Does the typeface match both the intended reader and the message of

the printed work Reproducibility - Does the typeface work well with the method of printing used and is it

easy to print Practicality - Is the typeface available for use in the company or is it easy to obtain

Six (6) major groups of typefaces: Serif - letters that have lines or curves projecting from the end of the letter (called a

serif); ex. Roman, Garmond, Bondoni Sans Serif - letters that do NOT have lines or curves projecting from the end of the letter;

ex. Gothic, Helvetica, Arial Square Serif - the lines projecting from the end of the letterform have sharp right angles

that are square in shape with little or no arc; ex. Playbill, Rockwell Script - similar to hand or cursive writing ; ex. Brush Script, Fine Hand Decorative - these are unique, can be fancy for a novelty look, always used as disolay

type; ex. Curly, Gigi, Umbra Alternative - the fad fonts, trendy and unusual; Jokerman, Inkpot, Matisse

Characteristics of a typeface: Size - Type is measured by its vertical height in points Weight - the density of letters controlled by the lightness or heaviness of the stroke; such

as light, regular, or bold Width - the horizontal measure of letters, such as condensed, normal or expanded Slant - the angle of a type character, such as roman, italic or oblique Style - Refers to the look of the face, such as bold, underline, reverse, or also italic

How typefaces interact: Leading - Vertical space between lines of type, measured in points expressed as the sum

of the type size and the space between two lines; 10/12 means 10 point type with 2 points between the lines. (history- originally this term was used to describe the narrow metal stripe inserted between lines of hand-set metal type) Open Leading - Lots of space between lines of type (10/14) Tight leading - A little space between lines of type (10/12) Solid leading - No space between lines of type (10/10) Negative leading - Less than the font point size between lines of type (10/8)

Line Length - Length of a line of type, also called the measure; measured in picas Alignment - The shape of the text block reative to the margins

Align Left, Align Right, Centered, Justified (entire body text) and Force Justified (all body text except for the last line)

Kerning - Adjusts the space between individual pairs of lettersFYI: Historical point: Traditionally speaking a font is defined as a complete character set of a single size and style of a particular typeface. For example, the set of all characters for 9 point Bulmer italic is a font, and the 10 point size would be a separate font. Since most computer fonts today are based on fully scalable outlines, the term font is no longer just size-specific and is used as another term for typeface.Instructional Strategies Lecture/Demonstration- Students will be presented information as well as modeling of




Integration of Technology: Use of ArtStor and on-line gallery resources will allow students to research images for historical, stylistic, and technical information. Using the library included in the websites through PrintED – GAERF.com and the following free font libraries of Dafont.com and 1000 free fonts will give the students state of the art and current industry information.

Customizing Learning/Differentiation Special Needs: Students are encouraged to take notes during lectures and demonstrations. All




Formative Assessments “Design Drills” as class activities Weekly activity assignments and practice projects Project roughs and finals in studio critiquesPrimary Interdisciplinary Connections9.1.12.A.1- Apply critical thinking and problem-solving strategies during structured learning experiences.9.1.12.B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.9.1.12.F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.9.2.12.A.1 -Analyze the relationship between various careers and personal earning goals.9.3.12.C.3 - Develop personal interests and activities that support declared career goals and plans.ResourcesMAC computers with Adobe Creative Suite programs installed, laser printers, clip-art filesReferencesJenkins, Ervin A. Comprehensive Graphic Arts. 3rd edition, 1991.

International Paper, Inc. Pocket Pal: A Graphic Arts Production Handbook. 19th edition, 2006.

Collaboration ToolsDigital Tools ArtStor.com PrintED – GAERF: Library Dafont.com and 1000 free fonts websiteSuggested Activities for Inclusion in Lesson Planning


Lesson 1History of Typography

3 days

Lesson 2Anatomy and Measurement of Type

10 days

Lesson 3Working with Type and Proofreading

10 days

Lesson 4Legal Considerations

2 days


2 days

Lesson 6Type and Software Use

13 days



Lesson Title: 12 Ways to Emphasize Type Timeframe: 3 days

Lesson Components

21st Century Themes



21st Century Skills






Interdisciplinary Connections: Art; History; English


Equipment needed: Mac computers; video presenter; magazines; scissors; paper; printer; rubber cement or glue stick


Students: Students establish and

maintain a collection of printed materials that represent the twelve ways to emphasize with type.

Students develop anunderstanding of the software tools in the adobe creative suite program of InDesign.

Understand how to use the internet as a research tool

Develop an understanding of the

Lesson Sequence1. Demonstrate the Adobe InDesign

program tools that are needed to complete the exercise

2. Show past student examples to simulate ideas

3. Demonstrate how to access type from the server and the internet in the classroom

Activity: 1) Create a portrait document in InDesign

with 3p0 margins2) Students will compose 2 computer

generated examples of each way to emphasize type

3) Students collect two (2) samples of printed documents, such as advertisements from newspapers and/or

Students will take a short quiz at the conclusion of the activity.

Students will create an final project following stated specifications listed.

Students will proofread their work for errors.

Students will discuss formal small and large group critiques of their studio projects.

Samples must be neatly cut and adhered and checked for accuracy.

Students show the ability

way type works together to create a message to an audience.

Learn how to complete basic presentation methods

magazines that represent each of the 12 ways.a) May also use promotional literature

received through the mail, (alias-junk mail).

4) Neatly cut and glue each selection and label with the name of the way.

5) Write the words that represent the way that type is being emphasized below each selection.

The 12 Ways to Emphasize Type and Show Contrast1. Change the size 2. Use capital letters 3. Use small capital letters 4. Use italic type 5. Use a different kind of type 6. Change the face 7. Underline the word or words 8. Use eye-directing symbols 9. Alter the position 10. Enclose the word(s) with lines 11. Use color when possible 12. Create reverse type

to follow specific. directions and complete a task within a time limit.

Differentiation: The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need.

Resources Provided Internet websites, Mac computers Past student examples Teacher prepared resource packets



UNIT PLAN

Course Title: GMT 1 Unit Name: Software & Basic Fine Art Investigation Grade Level: 9-11

Content StatementsComputer and graphic design software literacy is basic to the foundation of the communication industry.

Knowledge of the software used in the graphic communication industry is a valuable marketing tool in both a career and pursuing an education.

Technology is ever changing and one must stay current with the new developments.

The development of basic fine art drawing skills will improve a designer’s ability to conceptualize a layout plan.

Studying the fine arts provides learners with non-academic benefits such as promoting self-esteem, motivation, aesthetic awareness, cultural exposure, creativity, improved emotional expression, as well as social harmony and appreciation of diversity.

Cumulative Progress Indicators1.2.12.A.2 Justify the impact of innovations in the arts on societal norms and habits of mind in various historical eras. 1.3.12.D.1 Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity.1.3.12.D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding. 1.3.12.D.4 Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks.1.3.12.D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work. 1.4.12.A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. 1.4.12.A.2 Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. 1.4.12.A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works.1.4.12.A.4 Evaluate how exposure to various

cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.1.4.12.B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras.1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning.1.4.12.B.3 Determine the role of art and art making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results.8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software.8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines.9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.

9.1.12.A.2 Participate in online strategy and planning sessions for course-based, school-based, or outside projects.

Overarching Essential Questions What are the design programs most used

in the graphics industry and how does a designer use them when creating a layout?

How does proper planning assist in the total design process?

What are the tools in a software program most used by a designer and their

Overarching Enduring Understandings Graphic design is part of our everyday

existence. A graphic designer has created anything produced from a poster to a billboard.

Technology is always changing and a designer needs to keep up to date with the new trends.

Designers’ understanding of the multitude of media resources facilitates an efficient and accurate array to convey ideas to an audience.

functions? How has the computer affected the

overall production in the design field? What fine art drawing skills are

necessary for a successful career as a graphic designer?

Fine art drawing foundation skills are necessary for graphic designer in today’s communication industry.

Unit Essential Questions Can the use of a creative design program

help a designer to create and interpret a message to an audience?

Can the integration Adobe creative design programs support a designers’ creative process?

Is the knowledge of multi-media technology beneficial to the design process?

Can the development of fine art drawing skills improve a designer’s conceptual skills?

Unit Enduring Understandings Use of creative design and multi-media

programs is needed when creating graphic design layouts or artistic images.

Using the knowledge of creative design programs, you can work more efficiently to complete any job in the graphics field.

The tools, techniques, styles, and equipment in media transitions benefit the designers’ ability to convey a message to an audience.

Drawing aptitude significantly assists the designer with a project plan.

Unit Rationale: The artist-designer integrates the creative design software programs to create designs that efficiently communicate a concept. The artist-designer utilizes his drawing abilities to enhance the neural systems to enhance creativity.

Unit Overview: In this unit students will investigate how the use of the creative design software programs and drawing is used to influence the visual impact of design. They will come to understand that the tools, operations and materials greatly impact the amount of production and efficiency in the graphics industry.


Students will complete exercises in the ATC: Against the Clock tutorial books for each of the creative design software programs used in GMT. To name a few: these programs are Adobe InDesign, Illustrator, Photoshop, Dreamweaver and Flash; also, video editing programs of iMovie and Final Cut Pro. Students will complete exercises in basic fine art and develop drawing foundation skills. Tailored lessons given by the experience and education of hired adjuncts for both specific software programs and fine art are part of the weekly activities. Integration of 21st Century ThemesGlobal Perspectives Selected text and graphics are used to represent companies, organizations, and services and

present a message. Civic Literacy Students will begin to understand how an audience reacts to text and graphics when used in


° Investigate text and design elements that are effective for a poster design. T,A, E

Make Judgments and Decisions ° Make decisions on text and graphic choices to achieve the desired result. T,A, E

Solve Problems ° Create multiple roughs of a design before selecting one as the final. T,A, E

Learning Targets/Scaffolding Explain the particulars of the Elements of Art and the Principles of Design. Explain the use of shape and line. Define vocabulary needed in understanding and discussing art and designs.

Evidence of LearningSummative Assessment (x Days) Studio assignment- Complete ATC tutorial projects Small and large group critiques and formal written critiques- Students will relate how basic

fine art skills apply to a artistic work. Equipment needed: MAC computer, Adobe creative Design programs, video presenter, LCD projector, drawing pencils and other toolsTeacher Resources: Visual arts library, E-library, Internet websites, Against-the-Clock reference tutorial books
























The Bleed settings are relevant when you are creating a design that is supposed to appear right up to the edge of the printed page.The Color Mode is important for any work that will be printed commercially.

The Raster Effects setting relates to special effects that result in raster images for the file to output properly.Instructional Strategies Lecture/Demonstration- Students will be presented information as well as modeling of




Integration of Technology: Use of ArtStor and on-line gallery resources will allow students to

research images for historical, stylistic, and technical information.Customizing Learning/Differentiation Special Needs: Students are encouraged to take notes during lectures and demonstrations. All




Formative Assessments “Design Drills” as class activities. Weekly themed sketch assignments. Project roughs and finals in studio critiques.Primary Interdisciplinary Connections9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets.9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.9.2.12.A.1 -Analyze the relationship between various careers and personal earning goals.9.3.12.C.3 - Develop personal interests and activities that support declared career goals and plans.ResourcesMAC computers with Adobe Creative Suite programs installed, laser printers, clip-art filesReferencesJenkins, Ervin A. Comprehensive Graphic Arts. 3rd edition, 1991.

International Paper, Inc. Pocket Pal: A Graphic Arts Production Handbook. 19th edition, 2006.Collaboration ToolsDigital Tools ArtStor.com PrintED – GAERF: Library Dafont.com and 1000 free fonts websiteSuggested Activities for Inclusion in Lesson Planning


Lesson 1InDesign and Illustrator Basics

10 days

Lesson 2 5 days

Photoshop BasicsLesson 3

Video Editing with iMovie8 days

Lesson 4Photography Intro

4 days


3 days

Lesson 6Drawing Basics

10 days



Lesson Title: ATC: Against the Clock – Graphic Design Portfolio text – Project 1: International Symbols (using Illustrator)

Timeframe: 2 days

Lesson Components

21st Century Themes



21st Century Skills






Interdisciplinary Connections: Art; History; Math; English


Equipment needed: Mac computers; clip-art files; video presenter; ATC Tutorial reference books


Students: Students create a grid

that will hold all icons in one document.

Students develop anunderstanding of the software tools in the

Lesson Sequence1. Demonstrate the Illustrator program tools

that are needed to complete the activity.2. Demonstrate how to access files from the

server in the classroom3. Review the details of the activity and how

to use the textbook.4. Follow the step-by-step instructions listed

Students will take short quizzes on the specific tools and terms used in the tutorial.

Students will create an page with at least ten international icons.

Students will proofread

Illustrator program. Learn how to

complete basic operations in the Illustrator program.

in the ATC tutorial book for this project.5. Turn in a PDF of the final file in the

student drop for the student’s class.

their work for errors. Students will complete

the Project Review questions at the end of the project.




UNIT PLAN

Course Title: GMT 1 Unit Name: Production & Image Methods Grade Level: 9-11

Content StatementsPrint production methods are an important part of the graphic design and visual communication industry.

There are many different binding and finishing procedures that can be applied to a final product.

The printing process used is specific to the needs of the designer or client.

The type and characteristics of paper and ink will affect the printing process and influence the creative results for the designer.

One must always consider the environment when selecting a production method and amount and type of waste that will be created.

Understanding of the relationships of measurement in the design process will greatly influence the final product of a

Cumulative Progress Indicators1.1.12.D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. 1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks.1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history.1.2.12.A.2 Justify the impact of innovations in the arts on societal norms and habits of mind in various historical eras. 1.3.12.D.1 Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity.1.3.12.D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding. 1.3.12.D.3 Organize an exhibit of personal

designer.

Digital and video cameras is an essential tool to the graphic designer.

Technical knowledge and skills play a role in all careers within the cluster and pathway.

works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used. 1.3.12.D.4 Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks.1.3.12.D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work. 1.4.12.A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. 1.4.12.A.2 Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. 1.4.12.A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works.1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.1.4.12.B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras.1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning.1.4.12.B.3 Determine the role of art and art making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and

performers around the world.8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines.9.4.12.C(3).1 Demonstrate knowledge of the printing process, including customer service and sales, scheduling, and quality control, to deliver products that meet customer needs and expectations.9.4.12.C(3).2 Analyze and summarize output processes, including digital, film, directive plate-making, and cylinders, to build an understanding of delivery of printed products.9.4.12.C(3).3 Examine the finishing and distribution operations related to printing to build an understanding of how to complete the printing process.9.4.12.C(3).4 Employ knowledge of basic printing processes to demonstrate readiness for careers in the pathway.9.4.12.C(3).5 Employ processes required for the production of various printed products to build an understanding of print technologies.9.4.12.C(3).6 Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations.9.4.12.C(3).7 Analyze image retrieval through refinement, page assembly processes, and typeset and trapping to build an understanding of how to prepare products for printing.

Overarching Essential Questions What types of bindings are most used in

the industry and how does it affect a product?

What does the term finishing mean to a designer and how does a designer choose the best for a job?

What are the factors to consider when selecting a paper type in the design process?

What types of cameras are most used in the graphic design industry?

Overarching Enduring Understandings Production methods are a part of our everyday

existence. A graphic designer uses typefaces to create a multiple of products from a poster to a note pad.

Designers’ understanding of the relationships between media, anatomy, and personality of the visual elements of images allows them to use various genres to convey ideas to an audience.

Unit Essential Questions Can the use of a select finishing

technique on a project be effective? Can the type of camera used affect the

Unit Enduring Understandings Using varying binding and finishing methods

is needed to create artistic final products. The personality of a design can be made

size of the image captured? Can recycling be incorporated into the

daily routine of a designer?

more aesthetically appealing by using varying paper and ink.

Using high-resolution images in a design is important in maintaining a high quality design.

Unit Rationale: The artist-designer integrates digital media and binding and finishing methods to create design layouts that productively convey a message or attract a reader’s attention.

Unit Overview: In this unit students will investigate how the use of digital media, in the form of a SLR digital camera or video camera is used to influence the visual impact of design and layout. They will come to understand that changing the binding and finishing method can change the final presentation appearance of the product.


Students will complete various exercises using the paper cutter, binding machines, paper jogger, and perfect binder to gain an understanding of the vast role the study of binding and finishing plays in the graphic design industry. Students will complete activities in the use of the SLR digital camera and the video camera to better understand the role composition and lighting plays in the creation of a graphic design.Integration of 21st Century ThemesGlobal Perspectives Selected images that are used to represent companies, organizations, and services and present

a message or emotion. Civic Literacy Students will begin to understand how an audience reacts to images when used in


° Investigate raster images that are effective for a layout or design. T,A, E Make Judgments and Decisions

° Make decisions on image and binding choices to achieve the desired result. T,A, E Solve Problems

° Choose several images before selecting one as the final to represent the idea in a design. T,A, E

Learning Targets/Scaffolding Explain the particulars of Raster vs. Vector images. Explain the use of a plastic binding comb and padding cement in a finished design. Define vocabulary needed in understanding and discussing binding and finishing methods. Define vocabulary needed in understanding and discussing photography.

Evidence of LearningSummative Assessment (x Days) Studio assignment- Project re-designs presented in at least three variations Small and large group critiques and formal written critiques- Students will relate how images

relate to the projected conveyed message in the final design. Equipment needed: MAC computer, Adobe creative Design programs, video presenter, LCD projector, Digital and video camerasTeacher Resources: Visual arts library, E-library, Internet websites, Against-the-Clock reference books

Key Terms Archetypal work of art: An artwork that epitomizes a genre of art.

Art genres: Artworks that share characteristic approaches to content, form, style, and design. Each of the four arts disciplines is associated with different genres.

Art(s) media: Artistic methods, processes, or means of expression (e.g., presentation mechanisms such as screen, print, auditory, or tactile modes) used to produce a work of art.

Art medium(s): Any material or technique used for expression in art. In art, “medium” refers to the physical substance used to create artwork. Types of materials include clay, pencil, paint, and others.



Competency: A level of achievement that indicates a student meets or exceeds the standards. Competency is attained when a student can:

(1) Respond to artworks with developing understanding, calling upon acquaintance with works of art from a variety of cultures and historical periods.







New art media and methodologies: Artistic works that have a technological component, such

as digital art, computer graphics, computer animation, virtual art, computer robotics, and others.









Binding/Finishing Terms:

Adhesive Binding is type of binding in which single sheets are secured together solely with an adhesive applied to the spine.

Book Cloth is specially prepared cloth material used as a covering material for book covers.

Bristol Board is a thin paperboard with a smooth surface suitable for writing and printing. Used for lining the spine of a case. Index cards are made of Bristol.

Case Binding is a method of binding in which the book case (cover) is made separately from the text block and later attached to it.

Casing is the process of applying adhesive to the outermost endpapers of a text block and fitting the text block into its case.

Coated Paper is type of paper coated with white clay or a similar substance to provide a smooth

surface for printing detailed illustrations. The finish is often glossy but can be dull.

A fold is a bend in any flexible material, such as paper, made by turning a sheet over upon itself-as to fold in half. The fold along the backs of sections through which they are sewn, stapled, glued, or otherwise fastened to each other is called a back fold.

Grain Direction refers to the direction in which the majority of the fibers in a piece of paper or board are aligned and to the direction in which the warp threads run in cloth.

Gutter of a volume is the channel and combined marginal space formed by the two inner or back margins of facing pages of a volume.

Margin is the space around the edges of a page outside the printed or written matter. The four margins are commonly designated as: head or top margin; tail, lower, or bottom margin; fore edge, outer or outside margin; and back, inner, inside, or gutter margin.

Signatures are two or more sheets of paper stacked and folded as a group.

Photography/Image Terms

Lens: Refers to the part of the camera that allows focused light into the image sensor.

Pixels are the tiniest part of the digital photo. A photo is made up of pixels–million of pixels. For instance try enlarging or zooming in a small and low-quality digital photo in your computer. The dots you can see are the pixels.

Resolution is the overall quantity of pixels in a photo. The higher the resolution, the best quality the photo can be and the larger the photo you can print. Increasing the resolution would make your images sharper.

JPEG: acronym for Joint Photographic Experts Group; a photo format for saving photos in digital cameras.

Memory Card is a card where in digital files are stored. It can store hundreds and hundreds of photos depending on its storage capacity.

Instructional Strategies Lecture/Demonstration- Students will be presented information as well as modeling of




Integration of Technology: Use of ArtStor and on-line gallery resources will allow students to research images for historical, stylistic, and technical information. Using the library included in the websites through PrintED – GAERF.com and the following free font libraries of Dafont.com and 1000 free fonts will give the students state of the art and current industry information.

Customizing Learning/Differentiation

Special Needs: Students are encouraged to take notes during lectures and demonstrations. All information will be made available as resource packets. The students will also participate in discussions and critiques. All students are encouraged to state their subjective opinions. Through this students with special needs will have a different outlet to learn about the visual art discipline as well as facts about each style and medium.



Formative Assessments “Design Drills” as class activities Weekly activity assignments and practice projects Project roughs and finals in studio critiquesPrimary Interdisciplinary Connections9.1.12.A.1- Apply critical thinking and problem-solving strategies during structured learning experiences.9.1.12.B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.9.1.12.F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.9.2.12.A.1 -Analyze the relationship between various careers and personal earning goals.9.3.12.C.3 - Develop personal interests and activities that support declared career goals and plans.ResourcesMAC computers with Adobe Creative Suite programs installed, laser printers, clip-art filesReferencesJenkins, Ervin A. Comprehensive Graphic Arts. 3rd edition, 1991.

International Paper, Inc. Pocket Pal: A Graphic Arts Production Handbook. 19th edition, 2006.

Against the Clock- Mastering Graphic Technology. ATC: Against the Clock – Adobe Graphic Design Portfolio and Web Design Portfolio. Tutorial books for the current Adobe programs, 2010.

Galer, Mark. Photography: Foundations for Art& Design. 3rd edition. 2007.

Collaboration ToolsDigital Tools ArtStor.com PrintED – GAERF: Library Dafont.com and 1000 free fonts website Kodak.com and Adobe.com – training and tutorial sitesSuggested Activities for Inclusion in Lesson Planning


Lesson 1Binding Methods & Equipment

5 days

Lesson 2Finishing Methods & Equipment

5 days

Lesson 3Digital SLR & Video Camera Intro

13 days

Lesson 4Legal Significance

1 days


3 days

Lesson 6Safety & Environmental Considerations

3 days

Lesson 7Production Equipment

10 days



Lesson Title: Personal Notepad Timeframe: 5 days

Lesson Components

21st Century Themes



21st Century Skills






Interdisciplinary Connections: Art; History; English

Integration of Technology: Adobe Creative Suite programs; internet research

Equipment needed: Mac computers; video presenter; paper; printer; Risograph printer, SLR digital and video cameras


Students: Students create a

Lesson Sequence1. Demonstrate the Adobe InDesign

Students will take a short quiz at the conclusion of

personal notepad. Students develop an

understanding of the production equipment.

Understand how to use bridge to search for vector clipart on the server.

Students use the creative suite programs as their design tool.

Learn how to complete basic presentation methods.

program tools that are needed to complete the exercise.

2. Show past student examples to simulate ideas.

3. Demonstrate how to access clipart and fonts from the server.

4. Demonstrate how to access fonts from the Internet in the classroom.

5. Demonstrate the safe use of the Risograph, binding and finishing equipment.

Activity: 1. Create a notepad document in

InDesign with 3p0 margins, 2 columns and 2 rows with a 3p0 gutter.

2. Add text and graphics using learned art and design principles.

3. Create and critique several rough design layouts before printing the final copy.

4. Print 50 copies of the final layout using the Risograph; ink color is students’ choice.

5. Separate the paper into 4 tablets using the paper gauge and place chipboard between each section.

6. Cut the stack of paper horizontally using the paper cutter.

7. Add padding adhesive to the top of each stack using the perfect binder.

8. Trim all 3 sides using the paper cutter.

9. Separate tablets into individual pads using the paper knife.

10. Show your completed tablets to your instructor for a final grade

the activity. Students will create a

final project following stated specifications listed.

Students will proofread their work for errors before printing.

Students will discuss formal small and large group critiques of their studio project.

Students show the ability to follow specific directions and complete a task within a time limit.

Students practice proper safety habits when working on or around equipment.


Documents

PENNSVILLE SCHOOL DISTRICT CURRICULUM COVER SHEET · Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills UNIT PLAN Course Title: GMT 1 Unit Name: Design