Lesson Plan. Lesson Duration: Approximately four 90-minute class periods [Lesson length is subjective and will vary from instructor to instructor]

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1 Lesson Plan Course Title: Professional Communications Session Title: Typographic Illustration for Communication Lesson Duration: Approximately four 90-minute class periods [Lesson length is subjective and will vary from instructor to instructor] Performance Objective: Students will use typography as a design element to create a graphic communication piece. Specific Objectives: 1. Define terms associated with the lesson. 2. Develop sketches that use letterforms as part of an illustration. 3. Develop a completed illustration using color and texture to communicate a message using text as the overall structure of the design. 4. Evaluate projects according to specific criteria. Preparation TEKS Correlations: (1) The student applies English language arts in professional communications projects. The student is expected to: (A) demonstrate use of content, technical concepts, and vocabulary. (2) The student applies professional communications strategies. The student is expected to: (A) adapt language for audience, purpose, situation, and intent; (D) present formal and informal presentations; and (E) apply active listening skills. (8) The student applies ethical decision making and understands and complies with laws regarding use of technology in communications. The student is expected to: (A) exhibit ethical conduct; and (B) discuss copyright laws in relation to fair use and duplication of materials. (10) The student develops an understanding of professional communications through exploration of the career cluster. The student is expected to: (G) acquire electronic information in a variety of formats; (I) format digital information for appropriate and effective communication by: (i) defining the purpose of a product; and (ii) identifying the intended audience. (J) apply desktop publishing to create products by: (K) (i) (ii) using word processing, graphics, or drawing programs; applying design elements such as text, graphics, headlines, use of color, and white space; (iii) applying typography concepts, including font, size, and style; (iv) applying graphic design concepts such as contrast, alignment, repetition, and proximity; (v) editing products; and (vi) developing and referencing technical documentation. deliver digital products in a variety of appropriate media. 1

2 Instructor/Trainer References: 1. Williams, R. (2008). The non-designer's design book. (3 ed.). Berkeley, CA: PeachpitPress. 2. Society of Typographic Designers: Instructional Aids: 1. Typographic Illustration for Communication slide presentation 2. Internet website: 3. Internet website: 4. Typographic Illustration for Communication Vocabulary Handout 5. Typographic Illustration for Communication Quiz 6. Typographic Illustration for Communication Quiz Key 7. Typographic Illustration for Communication Project Rubric Materials Needed: 1. Sketch pads 2. Drawing paper 3. Rulers 4. Pencils 5. Colored pencils or markers Equipment Needed: 1. Graphics software for vector drawing, image editing, and desktop publishing. 2. Computer with Internet access, graphics software, presentation software, and projector to display slide presentation. 3. Student computers with Internet access and graphics software. Learner Complete Type Selection and Classification lesson and Fun with Type lesson. Introduction MI Introduction (LSI Quadrant I): SAY: We have been investigating the topic of typography. In addition to what we have learned in class, certainly we come across typographic design in our daily lives. Consider logos, billboards, advertisements, web design, etc. ASK: Do specific typefaces have a personality that affects the message when we read them? ASK: Think of horror movie posters, children s toy packaging or sports team logos. Do you think that the typefaces used would communicate as well if they were of a different typeface? [Allow students to share ideas.] SAY: Typeface styles are like shoes. Not all shoes go with every outfit. You wouldn t necessarily wear combat boots with a swimsuit or satin, stiletto heels with gym shorts. 2

3 SAY: Today we are going to extend our thinking about typography to focus on illustration to communicate a message graphically. DO: Show the slide presentation. Outline MI Outline (LSI Quadrant II): Instructor Notes: I. Define terms associated with the lesson. Ascender The part of lowercase letters (such as b, and d) that rise above, or ascend the x-height of the other lowercase letters. Baseline The line on which most of the characters in a typeface rest. Body Text The bulk of the text in a document. The body text should be set in an easy-to-read face, usually at 10- or 12-point size. Boldface A darker typeface with thicker strokes so that it will stand out on the page typically used for headlines. Condensed A narrower version of a font used to maximize number of characters in a given space. Copyfitting The means of adjusting the size and spacing of type to make it fit within a defined area of the page. Descender The part of lowercase letters (such as g and p) that fall below, or descend, the baseline of the other lowercase letters. Dingbats Decorative typefaces that consist of symbol characters such as arrows, ampersands, and bullets. Display Font A font that has been designed to look good at large point sizes, often for use in headlines. Face Describes the style of a face. For example, the italic style of the Times Roman family is a face. Family A collection of faces that were designed and intended to be used together including roman and italic styles, as well as regular, semi-bold, and bold weights. Each of the style and weight combinations is called a face. Flush Left Text that is aligned on the left margin. Flush Right Text which is aligned on the right margin. Font The particular style of a typeface including one weight and width. Headline Abbreviated, emphasized text that introduces information in the body text. Italic A slanting version of a face. Distribute and discuss the Type Illustration for Communication Vocabulary Handout. 3

4 Justified A block of text that has been spaced so that the text aligns on both the left and right margins. Kerning The adjustment of horizontal space between individual characters in a line of text. Leading The amount of space between lines of text. The term originally referred to the thin lead spacers that printers used to physically increase space between lines of metal type. Margin The space around text blocks and on the edges of a page. Pica A unit of measure that is approximately 1/6th of an inch. A pica is equal to 12 points. Point A unit of measure in typography with approximately 72 points to the inch. A pica is 12 points. Point Size The common method of measuring type. Point size refers to the distance from the top of the highest ascender to the bottom of the lowest descender in points. Raised Cap The first capital letter of a block of text is set in a large point size and aligned with the baseline of the first line of text. A raised cap is used as a design element at the beginning of a paragraph to introduce and emphasize the text. Reverse White or light-colored text on a dark background for emphasis typically used for larger type or headlines. Roman The upright version of a face within a font family, as compared to the italic version. Typeface All of the characters that make up a design of type including letters, numbers, and symbols. Typefaces are chosen to enhance design and reinforce a message, giving style to the substance. Weight The relative darkness of the characters of a type family indicated by terms such as thin, light, bold, extra-bold, and black. White Space The blank areas where text and illustrations do not appear on the page. Good composition relies on a balance of positive (printed text or illustrations) and negative (white) space. Good use of white space on a printed page gives an elegant appearance. WYSIWYG Acronym for What You See Is What You Get. What you see on the screen is what you will get on printed output. Macintosh, Windows, and some UNIX environments provide a 4

5 WYSIWYG screen display. X-Height The height of the body of lowercase letters in a font, not including the ascenders and descenders. II. Develop sketches that use letterforms as part of an illustration. A. Famous quotations B. Music lyrics C. Popular culture D. Poetry E. Editorial/political issues Remind students about copyright issues and proper attribution. Encourage unique solutions that relate to students personally. III. Develop a completed illustration using color and texture to communicate a message using text as the overall structure of the design. A. Graphic design software B. Hand drawn calligraphic text styles C. Ransom note collage IV. Evaluate projects according to specific criteria. A. Level of participation in classroom discussion. Observation and understanding of design uses and examples. B. Understanding of terms associated with the lesson. C. Design sketches D. Color and design E. Communication F. Scope G. Neatness H. Completeness Distribute and discuss the Typographic Illustration for Communication Project Rubric so students have a good understanding of how they will be evaluated. Application MI Guided Practice (LSI Quadrant III): The teacher will discuss the scope of the project and initiate the brainstorming session. The teacher will post and discuss examples, objectives, and grading rubrics with the specifics for the final artwork. 5

6 MI Independent Practice (LSI Quadrant III): Students will conduct research, develop ideas, and create graphic communication pieces independently. Summary MI Review (LSI Quadrants I and IV): Q & A Session: Q: How does the choice of typeface give voice to text other than the meaning of the words themselves? A: Typefaces are chosen to enhance design and reinforce a message, giving style to the substance. Q: Describe the importance of white space in page layout. A: Good composition relies on a balance of positive (printed text or illustrations) and negative (white) space. Good use of white space on a printed page gives an elegant appearance. Q: What is the purpose of a raised cap? A: A raised cap is used as a design element at the beginning of a paragraph to introduce and emphasize the text. Q: What does a type family consist of? A: A type family is a collection of faces that were designed and intended to be used together including roman and italic styles, as well as regular, semi-bold, and bold weights. Q. Explain the difference between justified and flush text. A: Justified text fills an imaginary block using adjustments in kerning so that text lines up on both the right and left margins. Flush right or left text does not adjust kerning so that there is a ragged edge on the return. Q: Give an example of a typeface and point size that would be the best choice for body copy? A: A serif face such as Garamond or Times Roman in 10 or 12 point. Q: How are Reverse faces best used? A: Large on a page as in headlines or for signage and logos. Q: What is the term for the portion of an individual letter that falls below the baseline? A: Descender Q: What is the term for the portion of an individual letter that rises above the x height? A: Ascender 6

7 Q: What does point size refer to? A: The common method of measuring type. Point size refers to the distance from the top of the highest ascender to the bottom of the lowest descender in points. There are approximately 72 points to an inch. However, point size varies from typeface to typeface. Q: What is leading? A: The amount of space between lines of text. The term originally referred to the thin lead spacers that printers used to physically increase space between lines of metal type. Q: When would you use a raised cap? A: To give emphasis in introducing the beginning of a paragraph, story, or phrase. Q: How is white space used in design? A: Good composition relies on a balance of positive (printed text or illustrations) and negative (white) space. Good use of white space on a printed page gives an elegant appearance. Q: How is the term weight used when describing text? A: The relative darkness of the characters of a type family indicated by terms such as thin, light, bold, extra-bold, and black. Evaluation MI Informal Assessment (LSI Quadrant III): Teacher will circulate during Independent Practice checking for understanding of concepts and techniques. Teacher will observe student progress and make suggestions/provide guidance as necessary. MI Formal Assessment (LSI Quadrant III, IV): Students will complete the Typographic Illustration for Communication Quiz for a grade. Students will participate in a formal class critique using the criteria outlined on the Typographic Illustration for Communication Project Rubric. Students should be required to share their ideas and inspirations with the class. Projects will be evaluated by the instructor using the rubric. Extension MI Extension/Enrichment (LSI Quadrant IV): Prepare an exhibit of student work to encourage dialog outside the group. Create works to communicate messages related to a specific campus-wide event. 7

8 Typographic Illustration for Communication Vocabulary Handout Ascender The part of lowercase letters (such as b, and d) that rise above, or ascend the x- height of the other lowercase letters. Baseline The line on which most of the characters in a typeface rest. Body Text The bulk of the text in a document. The body text should be set in an easy-to-read face, usually at 10- or 12-point size. Boldface A darker typeface with thicker strokes so that it will stand out on the page typically used for headlines. Condensed A narrower version of a font used to maximize number of characters in a given space. Copyfitting The means of adjusting the size and spacing of type to make it fit within a defined area of the page. Descender The part of lowercase letters (such as g and p) that fall below, or descend, the baseline of the other lowercase letters. Dingbats Decorative typefaces that consist of symbol characters such as arrows, ampersands, and bullets. Display Font A font that has been designed to look good at large point sizes, often for use in headlines. Face Describes the style of a face. For example, the italic style of the Times Roman family is a face. Family A collection of faces that were designed and intended to be used together including roman and italic styles, as well as regular, semi-bold, and bold weights. Each of the style and weight combinations is called a face. Flush Left Text that is aligned on the left margin. Flush Right Text which is aligned on the right margin. Font The particular style of a typeface including one weight and width. Headline Abbreviated, emphasized text that introduces information in the body text. Italic A slanting version of a face. Justified A block of text that has been spaced so that the text aligns on both the left and right margins. 8

9 Kerning The adjustment of horizontal space between individual characters in a line of text. Leading The amount of space between lines of text. The term originally referred to the thin lead spacers that printers used to physically increase space between lines of metal type. Margin The space around text blocks and on the edges of a page. Pica A unit of measure that is approximately 1/6th of an inch. A pica is equal to 12 points. Point A unit of measure in typography with approximately 72 points to the inch. A pica is 12 points. Point Size The common method of measuring type. Point size refers to the distance from the top of the highest ascender to the bottom of the lowest descender in points. Raised Cap The first capital letter of a block of text is set in a large point size and aligned with the baseline of the first line of text. A raised cap is used as a design element at the beginning of a paragraph to introduce and emphasize the text. Reverse White or light-colored text on a dark background for emphasis typically used for larger type or headlines. Roman The upright version of a face within a font family, as compared to the italic version. Typeface All of the characters that make up a design of type including letters, numbers, and symbols. Typefaces are chosen to enhance design and reinforce a message, giving style to the substance. Weight The relative darkness of the characters of a type family indicated by terms such as thin, light, bold, extra-bold, and black. White Space The blank areas where text and illustrations do not appear on the page. Good composition relies on a balance of positive (printed text or illustrations) and negative (white) space. Good use of white space on a printed page gives an elegant appearance. WYSIWYG Acronym for What You See Is What You Get. What you see on the screen is what you will get on printed output. Macintosh, Windows, and some UNIX environments provide a WYSIWYG screen display. X-Height The height of the body of lowercase letters in a font, not including the ascenders and descenders. 9

10 Student Name: Typographic Illustration for Communication Quiz 1. Explain the difference between justified and flush text. 2. Give an example of a typeface and point size that would be the best choice for body copy? 3. How are Reverse faces best used? 4. What is the term for the portion of an individual letter that falls below the baseline? Give an example. 5. What is the term for the portion of an individual letter that rises above the x-height? Give an example. 6. What does point size refer to? 7. What is leading? 8. When would you use a raised cap? 9. How is white space used in design? 10. How is the term weight used when describing text? 10

11 Typographic Illustration for Communication Quiz Key 1. Explain the difference between justified and flush text. Justified text fills an imaginary block using adjustments in kerning so that text lines up on both the right and left margins. Flush right or left text does not adjust kerning so that there is a ragged edge on the return. 2. Give an example of a typeface and point size that would be the best choice for body copy? A serif face such as Garamond or Times Roman in 10 or 12 point. 3. How are Reverse faces best used? Large on a page as in headlines or for signage and logos. 4. What is the term for the portion of an individual letter that falls below the baseline? Descender Give an example. Lower case p, q, y, g, j 5. What is the term for the portion of an individual letter that rises above the x-height? Ascender Give an example. Lower case b, d, f, h, k, l, t 6. What does point size refer to? The common method of measuring type. Point size refers to the distance from the top of the highest ascender to the bottom of the lowest descender in points. There are approximately 72 points to an inch. However, point size varies from typeface to typeface. 7. What is leading? The amount of space between lines of text. The term originally referred to the thin lead spacers that printers used to physically increase space between lines of metal type. 8. When would you use a raised cap? To give emphasis in introducing the beginning of a paragraph, story, or phrase. 9. How is white space used in design? Good composition relies on a balance of positive (printed text or illustrations) and negative (white) space. Good use of white space on a printed page gives an elegant appearance. 10. How is the term weight used when describing text? The relative darkness of the characters of a type family indicated by terms such as thin, light, bold, extra-bold, and black. 11

12 Student Name: Typographic Illustration for Communication Project Rubric Evaluation Criteria Level of participation in classroom discussion. Observation and understanding of design uses and examples. Understanding of terms associated with the lesson. Design sketches Color and design Communication Scope Neatness Completion Excellent (5 pts.) Contributes to the discussion, adds new points of consideration. Understands and expertly uses terms commonly associated with type. Produces multiple sketches that demonstrate unique concepts and build on ideas and practice. Interesting use of color and texture that enhances the overall design concept and has a pleasing compositional balance. Unique design that is thoughtful in its approach to communicating a message. Elaborates on the objectives to create an interesting, welldesigned project. Excellent execution. Clean with consistent color and technique. No stray marks, folds, smudges, or tears in final product. All steps of the project are completed on time and correctly. Good (3 pts.) Some participation in discussion. Demonstrates very basic understanding of terms associated with type. Produces one or two fully formed sketches with good concepts. Good color usage that enhances the design concept. Good use of negative/positive space. Design communicates a message. Creates an interesting project that needs further refinement to be completely successful. Consistent color and technique; no more than two stray marks or smudges on the final product. All steps of the project are completed with corrections made in timely manner. Poor (1 pt.) Not engaged in discussion. Limited or incorrect usage of terms. Sketches are not fully formed or do not demonstrate the principles or objectives of the assignment. Limited color exploration, or color theme detracts from the overall design. Little attention given to composition. Does not communicate a message. Oversimplified concepts in completing the project. Messy; three or more smudges, folds, tears or stray marks; colors not consistent in final product. Fails to observe the steps and deadlines. Total Score Max = 40 Converted Score (Total Score multiplied by 2.5 for 100 pt scale) Score 12

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