Lesson Plan
Course Title:
Printing & Imaging Technology
Session Title:
Working With Type
* This is Lesson #9 if used as part of the overall unit on Printing & Imaging Technology.
This lesson follows the Type Classification and Selection lesson, but may be taught as a
stand-alone class if desired.
Lesson Duration:
Approximately one to two 90-minute class periods
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will understand
basic Typography terminology and concepts.
Specific Objectives:
1. Define and review terms associated with typography.
2. Research a graphic designer (typographer) who has designed a typeface.
3. Use industry standard desktop publishing software to create a document (research paper)
using the typography concepts discussed in class.
Preparation
TEKS Correlations:
§130.96
(1) The student applies academic knowledge and skills in printing and imaging projects. The
student is expected to:
(A) 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, and newsletters; and
(B) apply mathematics knowledge and skills by identifying whole numbers, decimals,
and fractions applied to measurement and scale; demonstrating knowledge of
arithmetic operations; using conversion methods such as fractions to decimals and
inches to points; and applying measurement to solve a problem.
(4) The student applies information technology applications. The student is expected to use
personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for printing and imaging projects.
(11) The student develops a technical understanding of printing and imaging. The student is
expected to:
(F) apply desktop publishing to create products by:
(i)
using word processing, graphics, or drawing programs;
(ii) applying design elements such as text, graphics, headlines, use of color, and
white space; and
(iii) applying typography concepts, including font, size, and style;
AAVTC: Print and Imaging Technology: Working With Type
Copyright © Texas Education Agency, 2013. All rights reserved.
1
Instructor/Trainer
References:
Williams, R. (2008). The non-designer’s design book. (3 ed.). Berkeley, CA: PeachpitPress.
Author’s expertise
Search online for various books on Type and Typography
Instructional Aids:
Working With Type slide presentation
Working With Type Rubric
Materials Needed: None
Equipment Needed:
Computer and projection system with appropriate software to display slide presentation
Industry Standard Illustration software
Internet or library access for research
Learner
Recommended: Completion of Lesson #8 - Type Classification and Selection
Introduction
MI
Introduction (LSI Quadrant I):
SAY: William Caslon was the designer who created the Caslon typeface. There are
many modern digital versions of his original typeface. The ‘Specimen’ image
on this first slide showcases 47 of Caslon’s typeface designs.
SAY: Designing a professional typeface is more than just drawing some letters and
numbers. It takes time to understand how the typeface will work in the real
world.
Outline
MI
Outline (LSI Quadrant II):
I. Spacing
A. Kerning
B. Tracking
C. Leading
II. Columns
A. Columns
B. Column Gutters
C. Gutters
III. Paragraph Information
A. Clearly indicate paragraphs
B. The indent is the best method
C. Do not set indent with the tab key
D. The indent is optional for first paragraph
Instructor Notes:
Note: Typographers spend
lots of time getting the kerning
and tracking just right on the
typefaces they create. How
the characters relate to each
other is almost as important
as how they are shaped.
Even though software today
does automatic kerning, some
manual letter kerning is still
required for some letter
combinations.
AAVTC: Print and Imaging Technology: Working With Type
Copyright © Texas Education Agency, 2013. All rights reserved.
2
IV. Justification
A. Avoid using right justified, centered, or
right-and-left justified text, because they
are usually difficult to read
B. Right-and-left justified text often causes
‘rivers’ and unusual spacing problems
C. For body text use left justified text, which is
also called ragged right justification
V. Alignment Mistakes
A. Rivers
B. Orphans
C. Widows
VI. Emphasis Mistakes
A. ALL CAPS
B. Underscored
C. Use bold or italics instead
Ask: What special situations
could you use right justified
text? Centered? Right-and-left
justified?
Why do you think left justified
text is also called ragged right
justification?
Note: Make sure students
understand rivers and the
difference between orphans
and widows. It might help to
find some examples online
and in print.
Because of the advancement
of technology, ALL CAPS has
now come to mean shouting.
This is another reason to use
it sparingly for emphasis.
Application
MI
Guided Practice (LSI Quadrant III):
Use the slide presentation to discuss the typography information.
The teacher should demonstrate how to use the industry standard desktop
publishing software to create a new document with proper margins and columns.
Use this new document to show how rivers, widows and orphans occur in
typography and how to avoid them by formatting the text properly.
MI
Independent Practice (LSI Quadrant III):
Students will research a famous type designer and the typefaces they designed.
Students will create a simple two column document using industry standard desktop
publishing software, formatting the text properly according to the concepts taught in
this lesson and the previous Type lessons.
Summary
MI
Review (LSI Quadrants I and IV):
Review the difference in leading, tracking and kerning.
Review how to format columns and paragraphs with proper text justification.
Review common alignment and emphasis mistakes made in typography.
AAVTC: Print and Imaging Technology: Working With Type
Copyright © Texas Education Agency, 2013. All rights reserved.
3
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Teacher will monitor students’ progress during independent practice and provide
individual assistance when needed.
MI
Formal Assessment (LSI Quadrant III, IV):
The teacher will use the Working With Type Rubric to evaluate the typography of the
documents created by the students.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Students may wish to expand their desktop publishing skills by including images in
their research paper.
AAVTC: Print and Imaging Technology: Working With Type
Copyright © Texas Education Agency, 2013. All rights reserved.
4
WORKING WITH TYPE RUBRIC
Criteria
Completeness
(10 points)
Application of
Typography
Concepts
(30 points)
Design
elements –
Criteria
(30 points)
Creativity
(20 points)
Professional
Appearance
(10 points)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
9-10 points
5-8 points
1-4 points
0 points
Work is
complete and
presents a
unified whole.
Work is
complete, but
lacks unity in the
composite.
Work is
incomplete.
No attempt was
made to produce
the document.
25-30 points
12-24 points
1-11 points
0 points
Demonstrated
knowledge of
Typography
Concepts is
exceptional.
Typography
Concepts are
used, but more
practice is
needed to
demonstrate full
knowledge.
Attempt is made
to use
Typography
Concepts, but it
is evident that
knowledge is
very limited.
No evidence of
knowledge of
Typography
Concepts.
25-30 points
12-24 points
1-11 points
0 points
Design
elements are
successfully
applied.
Design elements
are applied but
need refinement
to achieve
success.
Design elements
are poorly
applied.
No evidence of
application of
design elements.
17-20 points
8-16 points
1-7 points
0 points
Design ideas
are original in
thought and
exceptionally
creative.
Design ideas are
somewhat
original and
creative.
Limited
evidence of
creativity and
originality in
thought.
No evidence of
creativity or
originality in
thought or
execution of
project.
9-10 points
5-8 points
1-4 points
0 points
Professional
project.
Final product is
neat and
professionally
presented.
Good
presentation of
project. Only
minor corrections
are needed
Fair
presentation of
project. Several
errors are
evident.
Project is
unprofessional.
Errors distract
significantly from
the content.
TOTAL
POINTS:
AAVTC: Print and Imaging Technology: Working With Type
Copyright © Texas Education Agency, 2013. All rights reserved.
5
Points