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http://gomezgraphics.blogspot.com/
GRAPHIC DESIGN 1 Mount Mansfield Union High School Grades 10‐12 ‐ UNIT 1
FOUNDATIONS – Media Awareness, Authorship, Typography and the
History of Graphic Communication
RATIONALE:
High school students are bombarded with media messages and imagery. In order to become informed
participants in a 21st century world, it is imperative that students, especially Graphic Design students,
become more aware of the manner in which media is being used to influence society’s collective and
individual choices.
ESSENTIAL QUESTIONS
In what ways have media organizations developed techniques to manipulate consumer/viewer
response?
How have these tactics evolved over time?
How can we learn to understand and respect creative rights and license?
How can designers use knowledge of past and present development to create ethical graphics?
In what ways does informed creation affect outcome and success?
VERMONT GRADE EXPECTATIONS / ISTE:
APHS:14 Students analyze, interpret, and respond to art by…
• Explaining qualities (elements, principles of design, expression) and how they evoke emotion
and meaning.
· Relating varied interpretations of works of art using some or all of the following (e.g.,
observation, personal experience, background knowledge, cultural context, artist’s intent,
and/or artist’s process).
· Comparing/ contrasting works of art, which may include a student’s own work.
APHS:10 Students show skill development when CREATING art by…
· Expanding on uses of media techniques and processes with skill, confidence, and sensitivity
to that their intentions are carried out in their works of art.
The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for
Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
INSTRUCTIONAL OBJECTIVES (KUDs Know, Understand, Do)
Students will know:
The techniques that are used to manipulate audiences
The definitions of copyright and fair use
The basic history of graphic design
The fundamentals of design development and typography
Students will understand that:
What we read, watch and view are the result of deliberate and complicated thought processes
(from corporate influences to individual designers).
Graphic designers need to understand the terminology, history and motivation behind
advertising in order to make informed designs
Designers need to follow their conscience and exhibit integrity when creating designs.
Students will be able to:
Define “Persuasive Techniques” that are unique to the printed media
Understand how to define copyright and authorship issues and refrain from plagiarizing
expressions and imagery through informed ‘blogging’ and discussion
Make informed decisions about the authenticity and intent of designs and artwork.
Begin to work with technology – mainly class blogs and CS4 Adobe Illustrator.
Create a design that demonstrate their knowledge of typography and design
ACTIVITIES: (Resources can be found on GomezGraphics Blog page)
OUTLINE OF CLASSROOM AND HOMWORK ASSIGNMENTS:
1. Welcome, Class Expectations and Introduction to the Classroom Blog
2. Media Literacy Discussion– what is it and why should Graphic Designers care?
3. HOMEWORK ASSIGNMENT – Read ACME Handouts that are linked to Copyright, Authorship
and Media Literacy Page. Write on Blog page what “Persuasive Techniques” pertain to
Print and Graphic Design media and what should be discarded.
4. CLASS ACTIVITY ‐ Come to class prepared to develop a new set of Persuasive Techniques
that Graphic Artists need to be aware of (both as audience and creator).
5. Read “A Brief Intro into Copyright” and 10 Myths about Copyright Explained” on Copyright,
Authorship and Media Literacy Page. Watch “Fair(y) Use Tale” in class. Post comments on
Blog page.
6. Demonstration by Ms. Gomez of Wacom Tablet – Discussion about copyright issue, etc.
7. Class Lecture Series on the HISTORY OF GRAPHIC DESIGN (Page on Blog) First three
sections – Symbols, Handwriting, Typography. Students make notes for QUIZ
8. Visit websites that showcase artists such as Jasper John that use symbols (link on History of
Graphic Design page). Share and discuss “Scholastic Art Magazine –March 2007” about Johns.
9. TYPOGRAPHY Page – Watch three movies – Study Handout on “Basics of Typography”
continued on next page
10. ASSIGNMENT – Read Text (shown on Design Page). Fill out accompanying worksheets to
commit information to memory.
11. HOMEWORK assignment Find four print ads (2 great/2 bad) and analysis for BOTH design
techniques and persuasive techniques. Redesign one of the poor ads.
12. IN CLASS WORK – Design with Type (Handout linked to Typography page).
13. Watch video “Brand Identity” in class. Post comments on Blog page.
14. UNIT TEST – covers copyright, media literacy (ACME handouts), History of Graphic Design,
Basics of Typography and the Non‐ Designer’s Design Book.
15. Demonstration/Instruction in the use of the program “Illustrator”.
16. Discussion, Presentation and lecture on Logo Design.
17. FINAL DESIGN ASSIGNMENT Read the handout on “Design Synectics” (Handout linked to
DESIGN page). Create a Design in Illustrator (Handout linked to DESIGN page) and an Initial
Logo in Illustrator that you will use for a business card.
18. 1‐2 page response/reflection on unit. How will the knowledge you have gained in this unit help
you become a better designer? Specifically mention how and in what way each of these ‐media
awareness, authorship, graphic design history and typography – will affect your future work in
this class.
ASSESSMENTS: 200 points total
Class interaction and Participation – 30 points
Discussion Blogs – 20 points
Homework (4 Ads) – 10 points
ARTWORK/DESIGNS – 1. DESIGNING with TYPE –hand built ‐ 30 points
2. DESIGNING with TYPE in ILUSTRATOR ‐ 45 points
3. INITIAL LOGO & Business Card Design ‐ 55 points
FINAL REFLECTION ON UNIT ‐ 10 points
Expectation for Student Response: My challenge will lie in keeping the students interested in the
Media Literacy, Copyright and History sections. I hope that by combining several different
approaches‐ video viewings, readings, websites, discussion, demonstrations, blogging, etc., the
students will stay engaged. In my experience, once we are fully engulfed in the creative process and
the use of Adobe programs, the students work more individually and enjoy that. (My largest concern
at that point is the quiet students that don’t ask for clarification as I add more applications of the
computer programs so I have to stay keenly aware of that fact.)