Computer Graphics Scope and Sequence Student Outcomes (Objectives Skills/Verbs)

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1 Title/ Length of Unit Resources: Standard/ Strand Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content Computer Graphics Scope and Sequence Student Outcomes (Objectives Skills/Verbs) Date(s) Introduced Key Vocabulary/ Concepts Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences Common Formative Assessments Collages and Photography Logo.ISTE NETS: 1a,b, 2a, 3b,4b, 5a, 6a,b ISTE NETS: 1a,b, 2b, 3c, 5c, 6a,b Principles of image composition Color enhancement and retouching techniques Understanding the importance of file formats, resolution, and file size Understanding and selecting file formats Exploring color theory and design principles Understanding the importance of redesign in the design process Four areas of focus In Project Management Students will Manage files and using file naming conventions In Design students will: Understand image composition Understand color correction and effects Understand file formats, resolution, and file size Understand image source In Research and Communication students will: Communicate ideas clearly; using correct terminology Understand copyright issues and fair use guidelines Critique photographs In Technical students will: Use a digital camera Scan images Understand the Photoshop interface Import and work with various file formats Work with layers Retouch photos by using selection tools Adjust brightness and contrast Adjust levels and colors Crop, resize and straighten images Create PDFs Four areas of focus In Project Management Students will Manage files and use file naming conventions Design for usability and Approx 11 days Aug. 24 sep.9 Approx 10 days Sep 14 sep. 28 angle of view rule of thirds close-ups tone and sharpness arrangement emphasis balance framing logo color wheel hue saturation chroma tint Project based activity - create a Collage Activities that support collage creation Digital Camera s How to Scanners How to: Using I do, we do, you make - How to scan images How to correct color How to retouch photos How to generate different file formats How to resize and crop images How to use selection tools How to use the Acrobat 8 interface and basic navigation How to create a PDF Project based activity - create a Logo Activities that support video creation: Worksheet: Design principles How to understand color management Review and redesign of logos Bitmap and vector images Douglas County School District Page 1 August 18, 2009 Unit test rubric Unit test Project evaluation

2 Title/ Length of Unit Resources: Standard/ Strand Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content Computer Graphics Scope and Sequence Student Outcomes (Objectives Skills/Verbs) Date(s) Introduced Key Vocabulary/ Concepts Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences Common Formative Assessments Business Card ISTE NETS: 1a,b, 2b,d 3b,c, 4b, 5a,b, c 6a,b Review and redesign Designing for purpose and tone Professional print production preparation accessibility Manage a quality assurance test Factor visitor response into redesign In Design students will: Understand color theory Identify the difference in color modes Sketch Understand design principles Create and edit graphics and illustrations In Research and Communication students will: Investigate logos Critique designs In Technical students will: Use guides and rulers Understand vector and bitmap Graphics Use swatches Draw lines Draw and modifying shapes Add text to images Output for web Output for print Output for video Four areas of focus In Project Management Students will Plan and manage projects with multiple steps Incorporate different types of assets Conduct a review workshop Identify audience(s) Select and use appropriate applications Practice safe, responsible use of copyright information when using Approx 10 days Sep oct. 15 tone shade brightness RGB CMYK color gamut color profiles color management file format resolution optimize review redesign vector bitmap proximity/groupings balance alignment harmony/proportion white space repetition pixels typography serifs kerning leading tracking baseline shift font families readability hierarchy alignment filters grids Using I do, we do, you make - How to create a new document How to use drawing tools How to draw shapes How to add text to images How to generate different file formats Project based activity - create a Business Card Activities that support Business Card creation: Review and gather examples - Understanding typography concepts Analyzing business cards Using I do, we do, you make - How to resize and crop images (from Project 1) How to use filters Getting to Know the Work Area - Indesign Unit test Project evaluation Douglas County School District Page 2 August 18, 2009

3 Title/ Length of Unit Resources: Standard/ Strand Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content Computer Graphics Scope and Sequence Student Outcomes (Objectives Skills/Verbs) Date(s) Introduced Key Vocabulary/ Concepts Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences Common Formative Assessments outside graphics In Design students will: Understand the impact of typography Understand\ the relationship between color, typography, layout, and tone Design for readability Redesign based on feedback Understand print formats Apply principles of print design Design for audience(s) Create an original work In Research and Communication students will: Evaluate and analyze business cards Provide insightful critiques and feedback Demonstrate personal responsibility by incorporating feedback Present a design layout to a group Plan strategies to guide inquiry Communicate business card Redesign effectively to peers and instructors In Technical students will: Export to InDesign Apply filters, such as the Lighting Effect or Lens Flare Understand the InDesign interface Set document properties, including dimensions and margins Add and modify text rulers How to set up a document How to use text How to use the ruler, grid, guides, and the Align panel How to prepare files for print How to create a PDF presentation Douglas County School District Page 3 August 18, 2009

4 Title/ Length of Unit Resources: Standard/ Strand Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content Computer Graphics Scope and Sequence Student Outcomes (Objectives Skills/Verbs) Date(s) Introduced Key Vocabulary/ Concepts Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences Common Formative Assessments Advertisements ISTE NETS: 1a,b, 2a,b, d,3a,b,c,d, 4a, b,c,d 5a,b, 6a,b Effective team collaboration Designing for a client Deeper look at audience and audience needs Use alignment tools, ruler, and grid Create PDF slide shows Four areas of focus In Project Management Students will Design for a client Conduct review sessions Write a summary of client needs Develop a project plan In Design students will: Balance graphics and text Sketch advertisements Create designs that meet client requirements Create comps Design for emphasis Design for usability Design on a grid In Research and Communication students will: Ask questions to focus and clarify Finalize a design with a client Research a topic for advertising Interview clients Conduct a focus group In Technical students will: Editing photographs Create design comps Create reusable assets Use opacity and fill tools Save as PDF Export to different formats Format text (kerning, tracking, scaling, and so on) Combine graphic and text frames to Approx 14 days Oct. 15 nov. 10 project management focus group usability design comps watermark Project based activity - create an advertisement Activities that support advertisement creation: Analyzing advertisements gather various ones Project plan Client interview: Advertisement Using I do, we do, you make - How to create layer comps How to add a watermark to images How to work with text frames How to combine graphics frames and text frames How to place images on a page How to work with graphic frames Unit test Project evaluation Douglas County School District Page 4 August 18, 2009

5 Title/ Length of Unit Resources: Standard/ Strand Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content Computer Graphics Scope and Sequence Student Outcomes (Objectives Skills/Verbs) Date(s) Introduced Key Vocabulary/ Concepts Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences Common Formative Assessments Brochures ISTE NETS: 1a,b, 2a,b,d 3a,c, 4a,b 5a,b, 6a,b Tri-fold layout design Designing for a client Client and peer critique and presentation make page layouts Use InDesign layers Place objects (images, text, PSD files) on the page Place text over images Use graphic frames as masks Use commenting tools Four areas of focus In Project Management Students will Design for a client Conduct review sessions Managg files and usr filenaming conventions In Design students will: Design tri-fold layouts Redesign based on feedback Reuse content Create designs that meet client requirements Create comps In Research and Communication students will: Analyze and evaluate brochures Present designs to a client Gather and synthesize information from a client Create compelling brochure content Give and receive peer review comments In Technical students will: Use color management tools Use filters Use blending tools Transform images Retouch images Understand InDesign frames Use placeholder text Design in columns Approx 16 days nov.11 dec 15 tri-fold gradient maps vanishing point blending feathering smoothing placeholder text Project based activity - create a brochure Activities that support brochure creation: Client interview: Brochure Using I do, we do, you make - How to use comment tools How to use gradient maps How to use advanced color techniques How to use the Vanishing Point filter How to blend, feather, and smooth How to work with InDesign How to use placeholder text How to apply effects to text How to wrap text around objects How to use character and paragraph styles How to import files Unit test Project evaluation Douglas County School District Page 5 August 18, 2009

6 Title/ Length of Unit Resources: Standard/ Strand Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content Computer Graphics Scope and Sequence Student Outcomes (Objectives Skills/Verbs) Date(s) Introduced Key Vocabulary/ Concepts Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences Common Formative Assessments Use character and paragraph styles Wrap text around objects (including using anchors) Apply effects to text Place objects on page Create shapes and borders Use commenting tools Newsletters ISTE NETS: 1a,b, 2a,b,d 3a,b,c, 4a,b 5a,b,c 6a,b Usability and consistency Look and feel Content Evaluating and comparing newsletters Four areas of focus In Project Management Students will Identify asset needs Work with copy In Design students will: Design a nameplate Use design to differentiate content Design multicolumn and multipage layouts Incorporate color and layout consistently (using themes) Integrate imagery and text to express story content Provide clear navigation In Research and Communication students will: Access, evaluate, and synthesize content from multiple sources In Technical students will Use master pages Reuse objects with the Library Put text on a path Create multi-page spreads Transform objects Manage text flow between frames and columns Import text from Microsoft Word Add page numbers Add captions Illustrator Approx 6 days Dec. 16 jan.7 nameplate masthead continuation lines pull quotes bylines continuation lines end signs Project based activity - create a newsletter Activities that support newsletter creation: Using I do, we do, you make - Getting to Know the Work Area How to draw with Illustrator How to reuse objects with libraries How to use document templates How to transform objects How to manage text flow between frames How to add page numbers How to create captions Using measurement and analysis tools How to import text from Microsoft Word Unit test Project evaluation Douglas County School District Page 6 August 18, 2009

7 Title/ Length of Unit Resources: Standard/ Strand Essential Questions 1. recur throughout life 2. are key inquiries within discipline 3. help student make sense of core content Computer Graphics Scope and Sequence Student Outcomes (Objectives Skills/Verbs) Date(s) Introduced Key Vocabulary/ Concepts Evidence of Learning: Projects/Activities using Differentiated Instruction and/or Multiple Intelligences Common Formative Assessments Portfolios ISTE NETS: 1a,b, 2a,b, 3a,b,c, 4a,b 5a,b,c 6a,b PDF portfolio design Career research and development Add text and creating a text outline Draw in Illustrator Compare vector and bitmap images Understand Illustrator filters Create polygons Smooth and simplify paths Select stroke and fill Package a newsletter for distribution Four areas of focus In Project Management Students will Create a portfolio In Design students will: Design consistent pages In Research and Communication students will: Investigate career areas within print production In Technical students will: Create a portfolio Package multiple documents Approx 2 days Jan portfolio flowchart Project based activity - create a portfolio Activities that support portfolio creation: Using I do, we do, you make How to create a PDF portfolio How to create links How to create and organize bookmarks Final Test portfolio Douglas County School District Page 7 August 18, 2009

8 Tech Modules Desktop Publishing / Computer Graphics A one-semester class designed to develop desktop publishing and computer graphic skill. Students will use Adobe In-Design, Adobe Photoshop and Adobe Illustrator to develop and apply design principles to multimedia products. Project activities focus on developing effective communications that can be deployed in print, on the web, or in a video. Students develop a variety of graphics, a logo, a business card and a client advertisement. Skills learned in this class will allow student to work toward Adobe certification. Resources Adobe Photoshop, InDesign, Illustrator, Acrobat Student guides at Adobe.com Become certified in Adobe - Units of study: Project 1: Collages Project 2: Logos Project 3: Business Cards Project 4: Advertisements Project 5: Brochures Project 6: Newsletters Project 7: Portfolios Douglas County School District Page 8 August 18, 2009

9 Unit 1 Collages 1. Digital World vs non-digital 2. Taking digital images image composition and terms take photos! 3. Apply terms, etc take photos 4. Introduce collage project take photos around theme 5. Getting to know the photoshop work area 6. Work collage project how to scan images 7. Continue with collage incorporate the following how to s Photoshop guide: How to correct color Photoshop guide: How to retouch photos Photoshop guide: How to generate different file formats Photoshop guide: How to resize and crop images Photoshop guide: How to use selection tools Adobe Video Workshop: Combining images in Photoshop using Photomer 8. Continue with collage 9. Continue with collage 10. Present collage create PDF 11. Unit test Resources Combining images in Photoshop using Photomerge, Douglas County School District Page 9 August 18, 2009

10 Photography Tips for first-time users of digital cameras: Information on image composition for beginners: Tips on digital photography composition: A variety of information about digital cameras: Links to tips for taking great pictures: Tips for image composition and definitions on the elements of visual design: htm. Scanning A comprehensive look at scanning and graphics: Modify the How to scan images guide instructions to be specific to your scanner. Collages Tips for working with layers in Photoshop when creating collages: Techniques for creating photo collages in Photoshop: Douglas County School District Page 10 August 18, 2009

11 Unit 2 Logos 1. Introduce project review Logos, discuss terminology 2. Students gather logs and apply to graphic design principles 3. Review concepts of color and print color and color management 4. Pick logo review photoshop concepts Photoshop guide: How to use drawing tools Photoshop guide: How to draw shapes Bitmap and vector images Photoshop guide: How to add text to images 5. Discuss logo and photoshop concepts 6. Create logo 7. Redesign logo 8. WQork with logo 9. Share logo optimize for various mediums 10. Unit test Resources Extension Design activity: Have students explore the color schemes posted on Kuler in Adobe labs: Have students, in small groups, select their favorite color scheme and articulate where they might use such a color scheme and why it is useful for that purpose. Douglas County School District Page 11 August 18, 2009

12 Design challenge: Select a student logo that incorporates complex colors and effects. Have the students in the class optimize this logo, trying to achieve a smaller file size than the creator s original web version while maintaining the look and quality of the logo. Have students vote on the versions to select the one with the best quality and the smallest file size. Logos download and prepare sample logos from the following kinds of organizations: Nonprofit organizations Large businesses Small local businesses Sports teams Media organizations Web-based companies A short article on making logo designs: Types of logos and their construction: Graphic design Review the Introduction to Graphic Design presentation. An article on design principles: Before-and-after formats illustrating design principles: A short introduction to graphic design theory, explaining the aspects of design to consider when composing a piece of fine art or producing a graphic layout: Douglas County School District Page 12 August 18, 2009

13 A brief discussion of the main principles of design: Definitions and examples of elements and principles of design: Definitions for graphic design principles: Color theory An overview of color theory and the color wheel: A color theory tutorial: A site to spur discussion and terminology of color selection: Design process This article from Bergen County Technical Schools of Hackensack, N.J., discusses the design process: Douglas County School District Page 13 August 18, 2009

14 Unit 3 Business Cards 1. Introduce project review business cards typography 2. Review typography have students identify types 3. Typography design guest speaker 4. Analyze business cards redo local client / or fictitious business with logo from project 2 5. Design card using filters in photoshop / resizing images etc 6. Introduce Indesign to build card 7. In INdesign work with text etc to create card 8. Review and redesign business card 9. present cards and export to Acrobat 10. Unit test Extensions Ancillary materials: After students have completed their business cards, have them design and create the other materials they might need for the business, such as envelopes and letterheads for when they apply for jobs and provide their business cards. If they designed the business card for an organization, have them create ancillary materials the organization might need. Real world experiences: Recruit interested local businesses and organizations for which the student groups might create a business card design. Each group could act like its own design firm and create designs for the organization. Resources Douglas County School District Page 14 August 18, 2009

15 Background preparation resources Review the student step-by-step guides referenced in this project. Lupton, E. (2004). Thinking with Type: A Critical Guide for Designers, Writers, Editors, & Students. New York: Princeton Architectural Press. Review the companion website: Typography: A general introduction to typography on the web: Guidelines for print typography: How to work with text in Photoshop: What typography is, featuring type used on letterhead, envelopes, business cards, flyers, and brochures: The difference between type on the web and in print and how to bring the two together: A tutorial on type and page layout: Typography for web design: Business card layout: Guidelines and templates for layout design: General guidelines for page layout: The 11 parts of a business card: Links on business card layout, design, and tone: Cost benefits and design considerations of business cards: Cards-Design-Guidelines&id= Douglas County School District Page 15 August 18, 2009

16 Graphic design: Review the Introduction to Graphic Design presentation. An article on design principles: Before and after formats illustrating design principles: A short introduction to graphic design theory, explaining the aspects of design to consider when composing a piece of fine art or producing a graphic layout: A brief discussion of the main principles of design: The design process (Bergen County Technical Schools of Hackensack, NJ). Douglas County School District Page 16 August 18, 2009

17 Unit 4 Advertisements 1. Introduce project show examples of advertisements in all mediums 2. Ads, impact and such guest speaker 3. Students analyze advertisements for qualities discussed 4. Set up students with clients review project with client 5. Discuss with students parameters of meeting review client goals 6. students plan advertisement sketch ideas, look for photos, id assests needed 7. compile advert 8. review and redesign if necessary 9. meet with client with multiple mockups for review 10. redesign if necessary and finalize print options 11. work redesign 12. review adverts / present to client 13. discuss experience debrief 14. unit test Extensions Interactive advertisements: Have students reconsider their advertisements for the web by designing an interactive version in Adobe Flash CS3. You can use the Digital Design curriculum to access projects on creating digital narratives that will help students learn how to create animation and incorporate it in the interactive advertisement. Blue sky client scenario: Have each student group create an exaggerated and fun organization and product that needs to be advertised. Have each team place their idea in a hat, and then have teams draw an idea to determine who will be their client. Encourage your students to be creative and take advantage of the features and effects in Photoshop and InDesign to create visual interest. Teacher-led client scenario: If outside clients are not available, you can be the client mimicking a local business such as a restaurant. Have students design an advertisement for the restaurant highlighting select menu choices and ethnic theme of the restaurant. Douglas County School District Page 17 August 18, 2009

18 Resources Background preparation resources Review the student step-by-step guides referenced in this project. Project management A general introduction to project management on the web: Information on running and conducting face-to-face, online, and telephone focus groups: Ten tips for running a successful focus group: Advertisement layout: Guidelines, templates, and tutorials for advertisement design: Twenty-four tips for advertisement layout design: Layout&id= Information for making web advertisements: An archive of print advertisements: Access to over 7,000 advertisements from newspapers: Douglas County School District Page 18 August 18, 2009

19 Unit 5 Brochures 1. Introduce project to students review examples of tri-fold brochures 2. Choose client prepare for interview and discussion of project 3. Create project plan for client work and project 4. Create 3 possible design for client 5. Create mockups for client 6. Review with client 7. Build brochure and research the content etc. 8. Review with students the acrobat comment tools for content review cycle with client 9. Build brochure review various photoshop techniques with students 10. Build brochure review techniques 11. Build brochure review techniques in Indesign 12. Build brochure 13. Review with client the brochure 14. Redesign 15. Redesign / present 16. Unit test Extensions Online brochures: Have students examine the difference between building a brochure for print and taking that information online. Have them identify how putting the information online would impact their design, typography, and layout decisions as well as the amount of information they might include. Ask students to propose a small website that would inform in the same way as the brochure and use Adobe Dreamweaver to build the site. You might use the materials from the Digital Design curriculum to teach students the basics of designing and creating web pages. Blue sky client scenario: Have each student group create an exaggerated and fun organization and product or service that needs a brochure. Have each team place their idea in a hat, and then have teams draw an idea to determine who will be their client. Encourage your students be creative and take advantage of the features and effects in Photoshop and InDesign to create visual interest and clearly communicate product or service information in the brochure. Teacher-led client scenario: If outside clients are not available, you can be the client mimicking a local organization such as a boys and girls club. Have students design a brochu Douglas County School District Page 19 August 18, 2009

20 Resources Review the student step-by-step guides referenced in this project. Tri-fold layout A collection of links to articles and resources on designing brochures: Effective content and design techniques used in creating a tri-fold brochure: Ten tips for creating a brochure: Six tips for writing brochure content: tm=10&f=00&tt=14&bt=0&bts=0&zu=http%3a// Tips on brochure folding options: Douglas County School District Page 20 August 18, 2009

21 Unit 6 Newsletters 6 days 1. Introduce project designing a newsletter 2. Review the parts to a newsletter have students define 3. Design newsletter with limited time make it 3 pages / use premade articles 4. Review basics of Illustrator while building newsletter 5. Build newsletter review skills in InDesign 6. Build newsletter critique Extensions Online newsletters: Have students consider how the design, layout, and typography would change if they were creating an online version. Have students regenerate the graphics appropriately for the web and publish the newsletter online. You might use some of the resources from the Digital Design curriculum to cover the basics of designing and creating for the web. Client scenarios: Use some of the following scenarios to create client profiles: Science club: The science club wants to distribute a quarterly newsletter with articles on upcoming events, special features on club members and their areas of interest, and to highlight new and important research. Students need to research the science topics (perhaps tied to their science class) for the newsletter contents and make it specific to the science club. Students need to use the measurement and analysis tools in Photoshop and have at least one article about the importance of these tools in the field. Architecture firm: An architecture firm wants to distribute an internal newsletter to employees highlighting company news, events, projects, and shared practices. Students need to research content for the newsletter and use the measurement and analysis tools to showcase images taken at a project site before, during and after projects where an architect can extract data from images rather than having to return to a project site to take a simple measurement. Douglas County School District Page 21 August 18, 2009

22 Resources Review the student step-by-step guides referenced in this project. Lupton, E. (2004). Thinking with Type: A Critical Guide for Designers, Writers, Editors, & Students. New York: Princeton Architectural Press. Review the companion website: Newsletters The 12 parts of a newsletter: Articles and tutorials for planning a newsletter from start to finish: Articles and tips for writing newsletter content: tter.htm. Articles and tips for designing and publishing newsletters: Articles and tutorials on newsletter design: Journalistic code of ethics You might want to review the journalistic code of ethics from the following sources: Society of Professional Journalists Business Week The New York Times Douglas County School District Page 22 August 18, 2009

23 Unit 7 Portfolios 1. Review goals pull together assets. If time review careers 2. Create portfolio in Acrobat publish to PDF, review techniques for this Extension Map a PDF portfolio: To help students understand flowcharts, have them create a flowchart for an existing PDF portfolio. Portfolio: Have students plan a portfolio that showcases their best work from all their courses. Reflection supplement: Ask students to write up the decisions they made in the planning process for their portfolios. This document will help students reflect on their process and provide a framework for the next time they plan a PDF document. Portfolio design challenge: Ask students to select a second-choice career path and to identify the differences in content and design if they were to tailor their portfolio to that different career. eportfolios: Have students create a web-based portfolio. You can use Unit 2: Electronic portfolios using Adobe Dreamweaver CS3 from the Digital Design Curriculum to teach students web design. Resources Douglas County School District Page 23 August 18, 2009

24 Portfolios The Adobe Acrobat 8 Curriculum Guide lesson on creating e-portfolios using PDFs: Examples and instructions for visualizing information and using flowcharts, mostly for a website but can be applied to a PDF: U.S. Department of Education, Office of Research and Improvement, Classroom Uses of Student Portfolios: Teaching tips for creating student digital portfolios: Information and examples of a variety of electronic portfolios: Advantages, uses, and ways a PDF portfolio can translate into getting a job: Examples of PDF portfolios: and Instructions on how to create a web photo gallery in Photoshop: Print production and graphic design careers: Lists of graphic design and print production jobs with descriptions, training requirements, and salary information: Lists of possible careers in graphic and publication design: Department of Labor information and statistics for jobs in graphic design and desktop publishing: Douglas County School District Page 24 August 18, 2009