Lesson Plan. Graphic Design & Illustration

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1 Lesson Plan Course Title: Session Title: Graphic Design & Illustration Poster Illustration Lesson Duration: Approximately 7-10 days [Lesson length is subjective and will vary from instructor to instructor] Performance Objective: Upon completion of this assignment, the student will be able to create an effective poster illustration. Specific Objectives: 1. Identify typical possibilities for poster illustrations. 2. Understand the purpose of poster illustrations. 3. Identify typical placement of poster illustrations. 4. Identify requirements for effective poster illustrations. 5. Research a target area for a subject. 6. Create thumbnail ideas for the project. 7. Edit thumbnail ideas and create a rough of the best idea. 8. Apply the rough into a final layout for the poster illustration. 9. Evaluate final project according to specific criteria. Preparation TEKS Correlations: (c)(1)(a) The student applies academic knowledge and skills in art and design projects. The student is expected to: apply English language arts knowledge and skills by demonstrating use of content, technical concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit documents; and composing and editing copy for a variety of written documents such as brochures, programs, posters, flyers, and magazine covers (c)(2)(a) The student understands professional communications strategies. The student is expected to: adapt language for audience, purpose, situation, and intent such as structure and style (c)(3) The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems (c)(11)(f) Employ a creative design process to create original two- and three-dimensional projects by; (i) creating designs for defined applications; (ii) applying elements of design; (iii) applying design principles and typography; (iv) using good composition; (vi) demonstrating drawing in one-point, two-point, and multi-point perspective; and (vii) creating a project by applying color. 1

2 Instructor/Trainer References: Gatta, K., Lange, G., & Lyons, M. (1996). Foundations of graphic design. Worcester, MA: Davis Publications, Inc. Landa, R. (2001). Graphic design solutions (2 nd ed.). Canada: OnWord Press, Thompson Learning Division. Instructional Aids: Poster Illustration slide presentation Poster Illustration Self-Critique Questionnaire Poster Illustration Rubric Materials Needed: Basic 2B pencil for the initial sketches, ruler, newsprint for thumbnails/roughs, tracing paper, photo reference/s if needed, sketching paper, drafting tape, t-square, triangle, drawing pencil/s. Assorted quality illustrated poster examples collected by the instructor Assorted magazines, periodicals and/or annuals on print and art Equipment Needed: Scanners for student use Computer with appropriate industry-standard photo editing and illustration software installed Printer with heavy weight paper capabilities, or a print service Computer and projection system with appropriate software to display slide presentation Learner None. Introduction Introduction (LSI Quadrant I): SAY: With more advertising and graphic design projects going digital, one might think that printed posters are things of the past. But poster illustration is alive and well. SAY: Poster illustration is one of the more interesting areas of advertising design because it incorporates many different disciplines of Graphic Design; Typography, Photography, Illustration, Layout and Logo Creation. Printed poster illustrations may be movie posters, retail and trade displays, travel literature, menus, and even book jackets. SAY: The most important thing for a poster illustrator to remember is why the poster is being created. All of the imagery, illustrations, and information should reinforce the purpose of and direct the viewer to the subject or message of the poster. The illustrator should dynamically present the visual message of the poster illustration and incorporate proportional extremes, views, colors, or contrasts. 2

3 Outline Outline (LSI Quadrant II): Instructor Notes: I. What is the Focus? A. 2-3 seconds to reinforce the message B. Clear communication of the message C. Promote: 1. People 2. Causes 3. Places 4. Products 5. Companies 6. Services 7. Organizations II. Possible Subject Matter A. Athletic events B. Public service C. Musical concerts D. Films E. Art exhibits F. Rallies G. Fairs and festivals III. Placement of Posters A. Typically displayed in public environments, such as airports, bus terminals, and the outer walls of businesses. B. Compete for attention with other signage and existing visuals. IV. Criteria for Effectiveness A. Legible from afar B. Dynamic C. Apply graphic design principles D. Reflect understanding of subject matter E. Use appropriate imagery F. Reflect appropriate technique selection G. Apply skillful interpretation of ideas ASK: What message does this image convey? How long did it take to understand the message? Is the message clear? How much more information (text) would need to be added to help make the message more clear? Posters do not need lots of text if the illustrations or photos are dynamic enough to reinforce the message. Try to find poster examples to show along with the slide presentation. Ask the students if they can think of any other possible subjects for posters. Have students brainstorm a list of public places where they have seen poster illustrations. Have students discuss the effectiveness or ways to improve the effectiveness of posters. Discuss how design principles were applied effectively. Use Socratic questioning techniques to dig deeper into concepts/ideas. Application Guided Practice (LSI Quadrant III): Students will choose a subject and create a single thumbnail sketch for a poster illustration under direct supervision of the teacher to make sure they are working according to desired standards. 3

4 Independent Practice (LSI Quadrant III): Students will work independently to complete multiple thumbnail sketches for a poster illustration and create a rough draft from the best thumbnail. Students will create the final poster illustration using industry standard photo editing, illustration and/or desktop publishing software as needed. Note: The instructor may impose individual space and margin guidelines. Summary Review (LSI Quadrants I and IV): The Teacher should make sure the students understand: the focus or intent of a poster illustration is to communicate, in 2-3 seconds, a clear message promoting a person, product, cause, organization, etc. the possibilities, placements and criteria for creating effective printed poster illustrations. Evaluation Informal Assessment (LSI Quadrant III): The teacher will monitor student progress during the guided and independent practice and provide independent assistance when needed. Teacher will work with students to select best thumbnail for development into the final product. Students will complete the self-critique questionnaire. Formal Assessment (LSI Quadrant III, IV): Students will participate in a formal critique of poster illustrations. Comments will be based on key criteria of effective illustrations as presented during instruction. The teacher will use the Poster Illustration Rubric for formal assessment. Extension Extension/Enrichment (LSI Quadrant IV): Design and illustrate a poster series for a campus event or public service announcement. A minimum of three illustrations should be prepared. All posters in the series should be consistent in illustration style or format. Quality designs should be saved/produced in the portfolio and submitted to design competitions or published in public venues. Students can work with non-profit organizations to design and develop posters for events. 4

5 Poster Illustration Self-Critique Questionnaire DIRECTIONS: Respond to each statement/question below. Record your responses in the space provided. Describe with words/sketches how the assignment was fulfilled. Did you stay with your original idea entirely, or not? If not, describe the change/s. What prior knowledge or technique/s helped you the most on the project? List any tools, software, equipment, or media that was new to you. What do you think is the strongest part of the work? (Explain) Compared to past work, are you satisfied with your progress and improvement? (Why or why not?) Describe a problem, if any, you encountered while creating the poster illustration project. What is the weakest part of the work? (Explain) List the age or group target audience the project is designed for. How did this information impact your design decisions? 5

6 POSTER ILLUSTRATION RUBRIC Evaluation Criteria Target Audience Exceptional Good Needs Work points points 0-9 The aim of the The aim of the The poster poster illustration poster illustration is illustration is fits the target only partially fitting unclear/confusing to audience to the target the target audience. audience, or too generic. Style The style of the poster illustration is suitable for audience and the spirit of the topic. The style of the poster illustration is partially fitting to the target audience, or too generic. The style of the poster illustration is unclear/confusing to the target audience. Communication of Illustration purpose The poster illustration shows purpose with visual interest. The poster illustration fits the purpose, but with weak visual interest. The poster illustration is vague to audience or does not fit the purpose. Message The message is clearly and effectively communicated by the visuals. The message is vaguely communicated by the visuals. The message is not clearly or effectively communicated by the visuals. Total Points 6

Lesson Plan. Graphic Design & Illustration

Lesson Plan. Graphic Design & Illustration Lesson Plan Course Title: Session Title: Graphic Design & Illustration Telling a Story: Introduction to Bézier Curves Lesson Duration: Approximately 7-10 days [Lesson length is subjective and will vary