Syllabus: Adobe Indesign Workshop

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1 Syllabus: Adobe Indesign Workshop CE SPRING 2014 SSyll Continuing [Pick the Education date][type the sender company name] Course Information: Location: TBA Dates: Wednesdays, 6:00pm 9:00pm Instructor Information: Name: Erik Summa Policy: Please me whenever you have a question or comment regarding class. I will do my very best to reply back within one business day. Erik Summa received his BFA in Graphic Design from West Chester University and graduated with a MA in Graphic Design from University of the Arts London. Summa is currently self-employed as a freelance designer. His personal website can be found here: Course Description: Adobe s page layout program lets you put together every kind of print-oriented product imaginable brochures, ads, posters, billboards and more using text, images and illustrations. Adobe s answer to Quark works seamlessly with images from Photoshop, Illustrator and Acrobat (all manufactured by Adobe). Print output is the student s responsibility. Course Overview: Each class will be divided between a lectures/design objectives and in-class work. Some weeks will require students to complete out of classroom assignments. Lectures/Design Objectives include the following: 1. Introducing the Workspace, Getting to Know InDesign, Setting up a Document and Working with Pages 2. Working with Frames, Importing and linking Graphics 3. Importing and Editing text, Working with typography, Working with Styles 4. Working with Color, Working with transparency 5. Tables, Output and Exporting Design Projects include the following: 1. Project 1: Resume 2. Project 2: Book cover design 3. Project 3: Trifold Brochure Project or Magazine Cover and Spread. Course Objectives/Learning Objectives: Upon completing this course, students should have a proficiency in a broad range of design skills pertaining to publication design, including the understanding typography, color, layout, tables, pictures, graphics, styles and interactive elements.

2 C OURSE RESO URCE S: Software: Creative Suite Design Premium (InDesign, Photoshop, and Illustrator) Textbooks: Requirements: InDesign CC Classroom in a Book, Adobe Press (All lectures will be derived from the content in this book) Optional: Book Design, Andrew Haslam, and Adobe Creative Suite 5 Design Premium Classroom in a Book, Adobe Press Additional Course Materials Supplies Sketchbook, USB stick C OURSE ACTI V ITIE S Design Projects, Design Objectives (Lectures), Presentations and Critiques. C OURSE POLIC IES Project submission guidelines: For submission students will hand-in his or her finished design digitally. All notes, research, Please use the appropriate conventions when naming your digital files (e.g. e_summa_project_1.pdf). Student Feedback/Communication: After a project has been submitted, detailed feedback will be ed to the student within one week. Attendance + Participation: All students are expected to attend classes regularly and promptly, and for the duration of the scheduled instructional time. Individual instructors will decide the optimum time for taking attendance and may penalize for habitual lateness of absence. Repeated absences may result in a grade of "F" for the course. Students who withdraw from a course must do so in writing. Nonattendance does not constitute an official withdrawal. UNI VERSITY POLIC IES: Academic Honesty/ Integrity Policy: Violations of academic integrity are considered to be acts of academic dishonesty and include (but are not limited to) cheating, plagiarizing, fabrication, denying others access to information or material, and facilitating academic dishonesty, and are subject to disciplinary action. To review the Academic Honesty/ Integrity Policy in its entirety, please visit: ACT 48 Activity Hours: To have ACT 48 Activity Hours for this course reported to the Pennsylvania Department of Education (PDE) you must complete and return the CE Request for Activity Hours Submission Form to the UArts Continuing Studies Office and meet all requirements outlined by the PDE. Student Code of Conduct: It is the policy of the Division of Continuing Studies to provide a safe and healthy environment for learning, personal growth and enjoyment. The well being of this community depends upon the good judgment and considerate behavior of its members. Student status at The University of the Arts is not an unconditional right, but a privilege subject to certain rules and expectations articulated in the Student Code of Conduct. To review the Student Code of Conduct in its entirety, please visit: 2

3 G RADI NG Your grade will be based on the following: Component Projects: (100 points each, for a total of 300 total points.) Points 85% Participation (50 points) 15% Total 100% Your grade will be calculated using the following scale: Grade Percentange Range Grade Point A % 4.0 A % 3.67 B % 3.33 B 86 83% 3.0 B % 2.67 C % 2.33 C 76 73% 2.0 C % 1.67 D % 1.33 D 63 66% 1.0 F 59% or less 0.0 P Pass - Projects will be graded in the following catagories: Visual Appeal, concept, development, and presentation. SCHE DULE: SESSION + DATE TOPIC COURSEWORK DUE Session 1 Introduction Class Introductions In-Class work Syllabus Review Lecture: Chapter 1, 2, 3 (Introducing the Workspace, Getting to Know InDesign, Setting up a Document and Working with Pages) Assignment Project 1: Resume Due at the start of Session 2 Session 2 Review Chapter 1, 2, 3 Critique Project 1 In-class work Lecture: Chapter 4, 9 (Working with Frames, Importing and linking Graphics) Assignment Project 2: Book cover design Due at the start of Session 3 Session 3 Review Chapter 4, 9 3

4 Critique Project 2 In-class work Lecture: Chapter 5, 6, 8 (Importing and Editing text, Working with typography, Working with Styles) Assignment Project 3: Trifold Brochure Project or Magazine Cover and Spread. Due at the start of Session 5 Session 4 Review Chapter 5, 6, 8 In-class work Lecture: Chapter 7, 11 (Working with Color, Working with transparency) Assignment Continue working on Project 3 Session 5 Review Chapter 7, 11 Critique and Presentation Project 3 In-class work Lecture: Chapter 10, 13 (Tables, Output and Exporting) ASSIG NMENTS/ PROJEC T S: Project 1: Visual CV/Resume Synopsis: Students will be asked to create a more visual version of a preexisting resume using InDesign. Students will be encouraged to carefully consider visual hierarchy, font selection and color choice when creating a.pdf version of their individual resumes. Goal: To create a visually stimulating, thoughtful resume that expresses who you are and what type of job you are looking for. Guidelines: The resume will be printed in full color, with a full bleed (if needed) on 8.5 x 11 paper. Presentation: Students will be asked to bring a finished, digital copy of the finished resume, and will be asked explain it in detail to the class. Questions to keep in mind: What is your background? Who is the target audience? (Age, gender, subgroups, other segmentation) What is the message you are attempting to convey? 4

5 Project 2: Book Jacket Design Synopsis: Students will be asked to create a book jacket for a famous historical character. You must do research on your person of interest, and will be required to show handmade roughs detailing the progression from idea to final output of the book jacket. Students will be required to create the copy for the jacket as well as the visual esthetic. Students should carefully choose visual elements that compliment your person of choice. Goal: To create a visually stimulating, thoughtful book cover that properly conveys information about your person and should be designed to reflect his or her known traits. Guidelines: The book jacket dimensions are as follows: Total width (jacket spread) 16.5 inches Cover and back width 6 inches Flaps width 2 inches Spine width 0.5 inches Total height 8.5 inches Presentation: Students will be asked to bring a finished, digital copy of the finished book jacket, and will be asked explain it in detail to the class. Inspiration: Take a trip to your local book store and browse the hard cover books. Take note of the way these book jackets combine word and image into something powerful and memorable. Try and take principles that you feel work and apply them to your own personal book jacket idea. Questions to keep in mind: What is your persons background? What colors or font selections might compliment your person? Who is the target audience of your book? (Age, gender, subgroups, other segmentation) What is the message you are attempting to convey on the cover of your book jacket? 5

6 Project 3A: Tri-fold Brochure Design Synopsis: Students will be asked to create a Tri-fold Brochure for the Philadelphia Museum exhibition of their choosing. You must do on-site research at the museum, and will be required to show handmade roughs detailing the progression from idea to final output of the brochure. Students will be required to create the copy for the brochure as well as the visual esthetic. Students should carefully choose visual elements that compliment the exhibition. Goal: To create a visually stimulating, thoughtful brochure that encapsulates the exhibitions feel, while taking on the visual style of the Philadelphia Museum. Guidelines: The dimensions of this brochure will be up to the students to decide. Be careful to consider available paper sizes. Presentation: Students will be asked to bring a finished, digital copy of the finished brochure, and will be asked explain it in detail to the class. Questions to keep in mind: What is the visual esthetic of the exhibition you chose? What colors or font selections might compliment your brochure? Who is the target audience of your brochure? (Age, gender, subgroups, other segmentation) What is the message you are attempting to convey with your brochure? 6

7 Project 3B: Magazine Design Synopsis: Students will be asked to create a cover design and a full spread for a fictional magazine titled Zeitgeist Philly, or a name of their choosing. The target market is both male and female with an interest in events happening in and around Philadelphia or the mainline. Zeitgeist Philly is a high-end magazine aimed at students, young professionals who value an informed awareness of events, promotions and daily happenings in Philadelphia. As always, students will be required to show handmade roughs detailing the progression from idea to final output of the magazine. Students will be required to create the copy for the magazine as well as the visual esthetic. Students should carefully choose visual elements that compliment the magazines content. Goal: To create a visually stimulating, thoughtful magazine cover and spreads. The look and feel of the magazine should reflect the content you chose. Guidelines: The dimensions of the magazine will be up to the students to decide. Be careful to consider available paper sizes. The double-page spreads should include in the region of 1,000 words, again selected by the student. The design systems the student adopts must demonstrate scope so that the design solution can develop and function well for future issues of the magazine. Presentation: Students will be asked to bring a finished, digital copy of the cover and layout, and will be asked explain it in detail to the class. Questions to keep in mind: What does the visual aesthetic of the magazine speak to its target demographic? What colors or font selections might enhance your design? What is the message you are attempting to convey on the cover of your magazine? Have you kept the styles and template consistent throughout your spreads? 7

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