Course Title: Digital Design - 1st Year
Program: Business Education
CIP Code: 110820 (180 hours)
Career and Technical Education
Model Curriculum Framework
Preparatory
X Exploratory
Standards and competencies used in this curriculum framework are from curriculum designed by Adobe in partnership with OSPI. This framework also includes standards for
‘Digital Media’ and ‘Web Development and Administration’ from the National Workforce Center for Emerging Technologies (NWCET).
Standards &
Competencies
Performance Task/
Assessments
Visual Design
Unit 1: Collages and
Photography
Students gather images
from multiple sources
(including learning the
basics of photography)
then modify and optimize
these images to form a
collage
 Introducing
Photography, Color,
and Design
 Digital Images Project
o Introduction to
graphics and
copyright
o Introduction to
scanning
o Using a digital
camera
 Constructing the
Collage
 Creating and
Presenting their Work
Assessment:
 This unit may be
assessed using the
Arts – CBPA: Picture
This (grade 10)
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Project and Process
Management Skills
 Planning a scan – Plan,
Capture, Edit, Save
 Follow standard copyright,
internet citations and image
practices
 Constructing a collage
Design Skills
 Image Composition/Elements
of Visual Design
o Framing
o Emphasis
o Angle of view
o Balance
o Rule of Thirds
o Close ups
o Tone & sharpness
o Arrangement
Technical Skills
 Creating internet citations
 Scanning photographs,
objects, and drawings
 Using a digital camera
Photoshop
 Getting to know the work area
 Basic Photo Corrections
 Working with Selections
 Working with Layers
 Working with Adjustment
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.1Demonstrate evidence of
reading comprehension
Decision Making
Cause/Effect
Elaboration
Writing
2.4 Write for career
applications
Communication
2.1 Uses interpersonal skills
and strategies in a
multicultural context to work
collaboratively, solve
problems, and perform
tasks.
Art
1.1. Understands and
applies arts concepts and
vocabulary
1.2. Develops arts skills and
techniques
2.1 Applies a creative
process in the arts (dance,
music, theatre and visual
arts)
2.2. Applies a performance
-1-
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
Estimated
hours of
student
learning
time
20 hours
Relevance to
Work
Washington State
Goal 4
To produce quality
images for print,
web, & video that
are representative
of a business’
image, you need to
understand
essential graphic
design principles &
how digital images
are created.
Layers
 Masks and Channels
Acrobat
 Introducing Adobe Acrobat 9
 Looking at the Work Area
Research and Communication
Skills
 Include copyright information
or images
 Presenting to a group
process in the arts (dance,
music, theatre and visual
arts):
 Identifies audience and
purpose
 Explores, gathers, and
interprets information from
diverse sources
 Uses ideas, foundations,
skills and techniques to
develop dance, music,
theatre and visual art
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
NWCET
Digital Media
A2 Define scope of work
A4 Create preliminary design
A5 Research content
B4 Design and evaluate user
interface, visual appeal and
functional design
B6 Select appropriate software and
hardware tools
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
-2-
Performance
Task/
Assessments
Web Design
Unit 1: Graphic
Design Using Adobe
Fireworks
Students learn to
create, modify, and
optimize a variety of
digital images




Principles of
Design
o Optimizing
graphics for the
web
Nameplate Project
o Making a
nameplate
Logo Project
o Planning a logo
o Building a logo
o Logo Review
and redesign
Page Banner
Project
o Planning a page
banner
o Building a page
banner
o Page banner
review and
redesign
Visual Design
Project 2: Logos
Students analyze color
theory and design
principles used in logos
then plan, create, and
build a logo
Standards & Competencies
(Exploratory = pre-industry content
standard
Preparatory = industry standard)
Project and Process Management
Skills
 Planning a scan – Plan, Capture,
Edit, Save
 Creating a storyboard
 Following standard copyright
practices for text
 Reviewing and redesigning images
 Planning graphics based on needs
and audience
 Managing and organizing graphics
elements and illustrations
Design Skills
 Optimizing GIFs and JPEGs
 Editing images
 Introduction to Graphic Design
o Movement
o Composition, contrast and
balance
o Emphasis
o Line
o Unity and color
o Editing images
o Rule of Thirds
o Proximity and patterns
o Shape
 Art & Design in Photoshop
o Facing In and Out
o The Focus of Attention
o
The Strong Diagonal
o The Rule of Thirds
o Perspective: The Horizon
o Reading Perspective
o Foreground Elements
 Using typography
 Design and create original
nameplate, logo, and page banner
 Understanding and employing
design principles
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Communication
3.2 Uses media and
other resources to
support presentations
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Patterns
Originality
Risking
Arts
1.1 Understand and
apply arts concepts
and vocabulary
Leadership
Skills and
Corresponding
Activity
Employability
Skills
Local
District
Goals
Estimated
hours of
student
learning
time
FBLA provides
leadership activities
that correlate with the
Digital Design
curriculum. At a
minimum:
Resources
Materials and
facilities—acquires,
stores, allocates, and
uses materials or space
efficiently
High
Standards
and
Expectations
for all
students
20 hours
1.3 The student will
demonstrate oral,
interpersonal, written,
and electronic
communication and
presentation skills
and understand how
to apply those skills.
Information
Acquires and valuates
Information
All students
are engaged
and challenged
in their
education and
prepared to
meet or
exceed
mandated
standards.
Educational
opportunities
are equitable,
address
diverse
learning styles,
developmental
levels,
interests, and
prepare
students to
live, learn and
work in the
business
world.
Precision
2.1 Applies a creative
process in the arts
(dance, music,
theatre and visual
arts):
 Implements choices
of arts elements,
principles,
foundations, skills,
and techniques in a
creative work
-3-
Interpersonal
Teaches others new
skills
Relevance to
Work
Washington State
Goal 4
Visual images and
graphics are an
important part of
digital design.
Selecting the
appropriate graphic
file types is an
important part of the
technical aspects of
constructing webready materials.
Using good design
skills, businesses
need graphics that
reflect their mission,
philosophy, and
image. Logos can
evoke immediate
associations with
companies or specific
products. Organizations and
corporations use
logos to identify
themselves and set
up brands. A logo
should be unique,
functional, and
versatile.
 Color Theory and
Design
 Constructing the
Logo
 Review and
Redesign
 Optimizing and
Finalizing Images
 Presenting their
Work

Assessment:
 This unit may be
assessed using the
Arts – CBPA: A
Vegetarian Palette
(grade 10)
Technical Skills
General
 Scanning photographs, objects,
and drawings
 Using a digital camera
Fireworks
 Using panel elements and structure
 Creating text
 Setting export window options
 Creating effects
 Using drawing tools
Photoshop
 Correcting and enhancing digital
photographs
 Vector drawing techniques
 Understanding guides and rulers
 Understanding vector and bitmap
graphics
 Using swatches
 Drawing lines
 Drawing and modifying shapes
 Creating vector masks
 Adding text to images
 Outputting for web
 Outputting for print
 Outputting for video
 This unit may be
assessed using the
Arts – CBPA: Earth
Club Logo (grade
10)
 This unit may be
assessed using the
Arts – CBPA:
Cartoon Comments
(grade 10)
 This unit may be
assessed using the
Arts – CBPA:
Picture This (grade
10)





Understanding and employing color
theory
Identifying the difference in color
modes
Understanding color management
Sketching
Creating and editing graphical
elements and illustrations
Designing for a specific audience
and purpose
Research and Communication Skills
 Understanding graphics types
 Understanding copyright issues
 Collecting and analyzing audience
needs and purpose to inform
design
 Communicating with peers to
review and redesign images
 Present and communicate design
principles to peers
 Investigating logos
-4-




Critiquing designs
Communicating purpose and goal
Communicating and presenting
design decisions
Giving feedback on a project
NWCET
Digital Media
A2 Define scope of work
A4 Create preliminary design
A5 Research content
B2 Complete basic design and
storyboard
B3 Develop and produce rough cuts
B4 Design and evaluate user interface,
visual appeal and functional design
B6 Select appropriate software and
hardware tools
C3 Identify available media and content
sources
C4 Produce or acquire content
elements
C8 Ensure media productions and
acquisitions meet legal and copyright
requirements
D1 Create and produce finished content
Web Development and Administration
C5 Produce graphics, layout elements
and applicable code
-5-
Performance
Task/
Assessments
Web Design
Unit 2: Web
Portfolios using
Adobe
Dreamweaver
Students create the
elements of a web
portfolio with
Dreamweaver and
Fireworks
 Planning a
Portfolio
o Introduction to
Dreamweaver
o Analyzing
websites
o Planning a
portfolio
o Managing files
o Planning a
home page
 Creating a
Portfolio
o Creating a home
page
o Creating content
pages
o Linking pages
o Ensuring
usability and
accessibility
o Making a
graphical
navigation bar
 Testing a Portfolio
o Quality
assurance I:
technical testing
Standards & Competencies
(Exploratory = pre-industry
content standard
Preparatory = industry standard)
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Project and Process Management
Skills
 Managing files and using filenaming conventions
 Designing for usability and
accessibility
 Managing a quality assurance
test
 Factoring visitor response into
redesign
 Synthesizing content based on
reflection
Reading
2.4 Think critically and
analyze author’s use of
language, style purpose,
and perspective in
informational and literary
text
Design Skills
 Investigating and incorporating
color and layout consistently
 Applying principles of user
interface design
 Considering screen size
 Designing consistent website
pages
 Rebuilding web pages based on
visitor feedback
Writing
2.4 Write for career
applications
Technical Skills
Dreamweaver
 Using options on panels
 Creating root folder and site
 Creating pages
 Using tables to organize data
 Using Design view and Live
Mode
 Inserting images and text
 Understanding and using
Cascading Style Sheets (CSS)
 Using relative and absolute links
 Using alternative text (Alt text)
 Importing interactive images from
Fireworks
 Publishing a website
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Patterns
Sequence
Decision Making
Leadership
Skills and
Corresponding
Activity
Employability
Skills
Local
District
Goals
Estimated
hours of
student
learning
time
FBLA provides
leadership activities
that correlate with the
Digital Design
curriculum. At a
minimum:
Resources
Time—selects goalrelevant activities, ranks
them, allocates time,
and prepares and
follows schedules
High
Standards
and
Expectations
for all
students
30 hours
1.6 The student will
demonstrate selfadvocacy skills by
achieving planned,
individual goals.
Information
Acquires and evaluates
information
All students
are engaged
and challenged
in their
education and
prepared to
meet or
exceed
mandated
standards.
Educational
opportunities
are equitable,
address
diverse
learning styles,
developmental
levels,
interests, and
prepare
students to
live, learn and
work in the
business
world.
Originality
3.2 Read to perform a task
3.3 Read for career
applications
Arts
2.1 Applies a creative
process in the arts (dance,
music, theatre and visual
arts):
 Presents work to others in
a performance, exhibition,
and/or production
3.2 Uses the arts to
communicate for a specific
purpose
-6-
Uses computers to
process information
Relevance to
Work
Washington State
Goal 4
The project design
process needs to be
understood and used
to complete many
tasks that are
required by
businesses. Portfolios
communicate
accomplishments,
works in progress, or
personal history.
Designers use a
portfolio to showcase
their previous work
when applying for a
job. Traditionally a
portfolio is a large
book or leather case
containing design
samples. With the
Internet, portfolios
can be electronic,
easily and quickly
sharing a designer’s
work with anyone in
the world.
o Quality
assurance II:
usability testing
o Publishing a
website
o HTML basics
Assessment:
 This unit may be
assessed using
the FBLA Event
Fireworks
 Building buttons
 Exporting buttons as HTML
HTML
 Head section
 Formatting tags
 Layout tags
 Backgrounds
 Email
 Columns and borders
 Music
Research and Communication
Skills
 Evaluating and analyzing content
validity
 Evaluating and analyzing website
navigation
 Designing a quality assurance
test
 Advocating and practicing legal
use of images
NWCET
Digital Media
A2 Define scope of work
A4 Create preliminary design
A5 Research content
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough cuts
B4 Design and evaluate user
interface, visual appeal and
functional design
B6 Select appropriate software and
hardware tools
B7 Document design process
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
D2 Implement and refine navigation
and interactive design
-7-
Web Development and Administration
A2 Define scope of work
A5 Create and refine preliminary
design or mockup
C1 Research content and information
architecture
C4 Create or adapt content
C5 Produce graphics, layout
elements and applicable code
-8-
Standards &
Competencies
Performance Task/
Assessments
Visual Design
Unit 3: Business Cards
Students create a
business card, and in the
process, they learn about
typography and layout
design
 Planning and
Designing a Business
Card
 Building Business Card
Elements
 Building a Business
Card
 Redesigning and
Presenting a Business
Card
Assessment:
 This unit may be
assessed using the
FBLA Event
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Project and Process
Management Skills
 Planning and managing
projects with multiple steps
 Incorporating different types of
assets
 Conducting a review workshop
 Identifying audience(s)
 Selecting and using
appropriate applications
 Practicing safe, responsible
use of copyright information
when using outside graphic
elements
Design Skills
 Understanding the impact of
typography
 Understanding the relationship
between color, typography,
layout, and tone
 Designing for readability
 Redesigning based on
feedback
 Understanding different print
formats
 Applying principles of print
design
 Designing for audience(s)
 Creating an original work
 Introduction to Typography
Design
o Serif/sans serif fonts
o Picking the wrong/right font
o Size and arrangement
o Designing with type
 Ten Typography Essentials
o Controlling tracking
o Kerning
o Leading
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.1 Demonstrate evidence of
reading comprehension
Decision Making
Cause/Effect
Elaboration
Writing
2.4 Writes for career
applications
Communication
2.1 Uses language to
interact effectively and
responsibly in a multicultural
context
Art
1.1 Understands and applies
arts concepts and
vocabulary
1.2 Develops arts skills and
techniques
1.3 Understands and applies
arts genres and styles from
various artists, cultures and
times
3.3 Develops personal
aesthetic criteria to
communicate artistic choices
-9-
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
Estimated
hours of
student
learning
time
15 hours
Relevance to
Work
Washington State
Goal 4
Business cards
have a clear tone
and purpose and
effectively
communicate
information to
multiple audiences
of a business.



o Choosing the proper
justification
o Using the right dashes
o Hanging punctuation
o The single space rule
o Use ligatures
The Principles of Designing
with Type
o Weight
o Scale
o Letter spacing
o Contrasting form
Type Design Techniques
o Using ascenders and
descenders as design
helpers
o Unlock the design power of
open type fonts
Photoshop Type Effects
o Custom distress
o Creating your own custom
type
business
world.
Technical Skills
 Analyzing business cards
 Review and redesign of
business cards
Photoshop
 Exporting to InDesign
 Applying filters, such as the
Lighting Effect or Lens Flare
o Introduction to Typographic
Design
InDesign
 Understanding the InDesign
interface
 Setting document properties,
including dimensions and
margins
 Adding and modifying text
 Using alignment tools, ruler,
guides, and grid
o Introducing the Workspace
o Getting to Know InDesign
o Setting Up a Document and
Working with Pages
o Working with Frames
o Importing and Editing Text
o Working with Typography
o Enhancing and Editing PDF
- 10 -
Documents
o Working with Styles
Acrobat
 Creating PDF slideshows
Research and Communication
Skills
Presenting a PDF slideshow
NWCET
Digital Media
A2 Define scope of work
A4 Create preliminary design
A5 Research content
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough
cuts
B4 Design and evaluate user
interface, visual appeal and
functional design
B6 Select appropriate software and
hardware tools
C3 Identify available media and
content sources
D1 Create and produce finished
content
- 11 -
Performance Task/
Assessments
Web Design
Unit 3: Building a
Basic Client
Website
Through working on
a team, students will
design a web site for
a client familiarizing
him or herself with
the professional web
design process.
 Planning a Client
Website
o Defining a Client
Website Project
o Planning a
Client Project
 Working with
Clients
o Structuring a
Client Website
o Designing a
Client Website
o Reviewing and
Revising to
Client
Specifications
o Implementing a
Reusable
Design
 Building a Client
Website
o Building a Client
Website
 Testing and
Launching a Client
Website
o Testing a Client
Website
o Launching a
Standards & Competencies
(Exploratory = pre-industry content
standard
Preparatory = industry standard)
Project and Process Management
Skills
 Design for a client
 Developing a project plan
 Developing a marketing plan
 Analyzing and evaluating to select
best examples
Design Skills
 Creating designs that meet client
requirements
 Communicating ideas and
information through simple
wireframes
 Providing multiple design ideas
 Designing to others’ requirements
 Synthesizing information from
design review meetings
 Creating design comps
 Website Production Phases –
Define, Structure, Design, Build
and Test, Launch
o Organize and outline interview
information
o Develop and communicate
structure and organization of site
o Use a flowchart and wireframes
o Create visual comps
o Create designs that meet client
requirements
o Design to others’ requirements
o Making simple screen views to
convey ideas
o Provide multiple design ideas
o Participate in design review
meetings
o Create production storyboards
o Conduct technical and usability
tests
 Page Design Principles: Balance,
Emphasis and Color
o Balance – Symmetry,
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
1.1 Use word recognition
and word meaning skills to
read and comprehend text
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Decision Making
Observe
Classify
2.1 Demonstrate evidence of
reading comprehension
3.1 Read to learn new
information
Leadership Skills
and Corresponding
Activity
Employability Skills
Local District
Goals
FBLA provides
leadership activities
that correlate with the
Digital Design
curriculum. At a
minimum:
Resources
Time—selects goalrelevant activities, ranks
them, allocates time,
and prepares and
follows schedules
High
Standards
and
Expectations
for all
students
3.7 The student will
participate in the
development of a
program of work or
strategic plan and will
work to implement the
organization’s goals.
Material and facilities—
acquires, stores,
allocates, and uses
materials or space
efficiently
All students
are engaged
and challenged
in their
education and
prepared to
meet or
exceed
mandated
standards.
Educational
opportunities
are equitable,
address
diverse
learning styles,
developmental
levels,
interests, and
prepare
students to
live, learn and
work in the
business
world.
Cause/Effect
Evaluation
Reasoning
3.2 Read to perform a task
Communications
3.1 Uses knowledge of
topic/theme, audience, and
purpose to plan
presentations
Interpersonal
Teaches others new
skills
Works with diversity—
works well with men
and women from
diverse backgrounds
3.2 Uses media and other
resources to support
presentations
Information
Acquires and evaluates
information
3.3 Uses effective delivery
4.1 Assesses effectiveness
of one’s own and others’
communication
Organizes and
maintains information
4.2 Sets goals for
improvement
Interprets and
communicates
information
Uses computers to
process information
Systems
Monitors and corrects
performance—
distinguishes trends,
predicts impacts on
system operations,
- 12 -
Estimated
hours of
student
learning time
Relevance to Work
Washington State
Goal 4
30 hours
Employers expect
their employees to
work collaboratively
on a team to produce
a product. This
includes a proposal,
design elements, and
web page product.
Client Website
Assessment:
 This unit may be
assessed using
the FBLA Website
Development
Event
 This unit may be
assessed using
the Arts CBPA –
Picture This
(grade 10)
o
o
o
o
o
Asymmetry, Radial Symmetry
Emphasis
Color – Hue, Chroma, Tint,
Tone, Shade
Color and Contrast
Color Wheels – Analogous
Colors, Complementary Colors
Color in Design
diagnoses deviations in
systems’ performance,
and corrects
malfunction
Technology
Selects technology—
chooses procedures,
tools, or equipment
including computers
and related
technologies
Technical Skills
Dreamweaver
 Creating Cascading Style Sheets
(CSS)
 Creating external style sheets
 Using templates
 Using libraries
 Creating forms
 Creating a calendar
 Creating rollover images
 Creating image maps
 Checking files in and out
 Working with Flash
Fireworks
 Creating pop-up menus
Applies Technology to
Task—understands
overall intent and proper
procedures for setup
and operation of
equipment
Research and Communication Skills
 Ask questions to focus and clarify
 Communicating ideas clearly
 Listening and interpreting
information and feedback
 Finalizing design with a client
NWCET
Digital Media
A1 Gather data to determine internal
and external customer requirements
A2 Define scope of work
A3 Develop, present and test concepts
A4 Create preliminary design
A5 Research content
B1 Determine media types and delivery
platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough cuts
B4 Design and evaluate user interface,
visual appeal and functional design
B6 Select appropriate software and
hardware tools
B7 Document design process
- 13 -
B8 Coordinate with design team to
ensure design meets business goals
C3 Identify available media and content
sources
C4 Produce or acquire content
elements
C7 Participate in iterative development
with clients and team members
C8 Ensure media productions and
acquisitions meet legal and copyright
requirements
D1 Create and produce finished content
D2 Implement and refine navigation and
interactive design
E4 Conduct customer acceptance
testing and deliver product
E5 Conduct periodic reviews and gather
data for revisions
Web Development and Administration
A1 Gather data to identify customer
requirements and capacity
A2 Define scope of work
A5 Create and refine preliminary design
or mockup
C1 Research content and information
architecture
C2 Coordinate content development
from multiple contributors
C4 Create or adapt content
C5 Produce graphics, layout elements
and applicable code
C6 Update content
D3 Hand off to customer or user
D4 Integrate customer feedback
- 14 -
Standards &
Competencies
Performance Task/
Assessments
Visual Design
Unit 4: Advertisements
Students are introduced
to the process of working
with a client through an
advertisement project
 Defining Client
Requirements
 Planning and
Designing an
Advertisement
 Building an
Advertisement
 Reviewing and
Redesigning an
Advertisement
Assessment:
 This unit may be
assessed using the
FBLA Event
 This unit may be
assessed using an Art
CBPA
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Project and Process
Management Skills
 Designing for a client
 Planning and managing
projects with multiple steps
 Identifying audience(s)
 Selecting and using
appropriate applications
 Conducting review sessions
 Writing a summary of client
needs
 Developing a project plan
 Preparing files for print, web,
and video
Design Skills
 Designing for an audience
 Creating an original work
 Balancing graphics and text
 Sketching advertisements
 Creating designs that meet
client requirements
 Understanding different file
formats
 Creating comps
 Designing for emphasis
 Designing for usability
 Designing on a grid
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.3 Expand comprehension
by analyzing, interpreting,
and synthesizing information
and ideas in literacy and
informational text
Decision Making
Cause/Effect
Elaboration
Writing
2.4 Writes for career
applications
Communication
3.1 Uses knowledge of
topic/theme, audience, and
purpose to plan
presentations
3.2 Uses media and other
resources to support
presentations
3.3 Uses effective delivery
Technical Skills
Photoshop
 Editing photographs
 Creating design comps
 Creating reusable assets
 Using opacity and fill tools
 Saving as PDF
 Advanced layering
InDesign
 Importing and modifying
graphics
- 15 -
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
Estimated
hours of
student
learning
time
20 hours
Relevance to
Work
Washington State
Goal 4
In the design and
production
business world,
employees can
expect to work with
clients. These
might be internal
clients—another
department
needing materials
designed—or
external clients
seeking an
organization’s
services.


business
world.
Exporting to different formats
Formatting text (kerning,
tracking, scaling, and so on)
 Combining graphic and text
frames to make page layouts
 Using InDesign layers
 Placing objects (images, text,
PSD files) on the page
 Placing text over images
 Using graphic frames as
masks
Acrobat
 Creating a PDF
Research and Communication
Skills
 Analyzing and evaluating
advertisements
 Planning strategies to guide
inquiry
 Questioning to focus and
clarify
 Presenting designs to a client
 Demonstrating personal
responsibility by incorporating
feedback
 Researching topic for
advertisement
 Interviewing clients
 Conducting a focus group
NWCET
Digital Media
A1 Gather data to determine
internal and external customer
requirements
A2 Define scope of work
A3 Develop, present and test
concepts
A4 Create preliminary design
A5 Research content
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough
cuts
B4 Design and evaluate user
interface, visual appeal and
functional design
- 16 -
B6 Select appropriate software and
hardware tools
B7 Document design process
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
E4 Conduct customer acceptance
testing and deliver product
- 17 -
Performance
Task/
Assessments
Web Design
Unit 4: Review
Workshop
Students will
produce a useable,
effective website,
including websites
with consistent
design. They will
demonstrate how to
properly provide
feedback to
classmates, review
electronic portfolios,
and revise portfolios.
 Review Workshop
o Review
Workshop
Assessment:
 This unit may be
assessed using
the FBLA Event
Standards & Competencies
(Exploratory = pre-industry
content standard
Preparatory = industry standard)
Project and Process Management
Skills
 Conducting a review workshop
 Providing constructive criticism
Design Skills
 Designing for usability and
accessibility
 Providing consistency and
accessibility
 Providing universal navigation
 Adapting content for readability
and emphasis
Technical Skills
Dreamweaver
 Publishing to the web
Research and Communication
Skills
 Presenting a website to a group
 Providing meaningful, but not
overly critical feedback
 Taking notes on critique
 Demonstrating the realization of
redesign goals
NWCET
Digital Media
E5 Conduct periodic reviews and
gather data for revisions
Web Development and Administration
C6 Update content
D4 Integrate customer feedback
Essential
Academic
Learning
Requirements
Benchmark 3
Integrating
Analytical,
Logical, &
Creative
Thinking
Washington State
Goals 1 & 2
Washington State
Goal 3
Reading
2.3 Expand comprehension by
analyzing, interpreting, and
synthesizing information and
ideas in literacy and
informational text
Cause/Effect
Main Idea
Evaluation
Leadership
Skills and
Activity
FBLA provides
leadership activities
that correlate with the
Digital Design
curriculum. At a
minimum:
Originality
2.4 Think critically and analyze
author’s use of language, style
purpose, and perspective in
informational and literary text
Precision
Writing
2.4 Writes for career
applications
Communication
1.1 Uses listening and
observation skills and
strategies to focus attention
and interpret information
Arts
2.1. Applies a creative process
in the arts (dance, music,
theatre and visual arts):
• Reflects for the purpose of
self-evaluation and
improvement of the creative
work
• Refines work based on
feedback, self-reflection, and
aesthetic criteria
• Presents work to others in a
performance, exhibition,
and/or production
- 18 -
2.1 The student will
communicate,
participate, and
advocate effectively
in pairs, small groups,
teams, and large
groups in order to
reach common goals.
Employability
Skills
Interpersonal
Serves
clients/customers—
works to satisfy
customers’ expectations
Information
Interprets and
communicates
information
Uses computers to
process information
Local
District
Goals
Estimated
hours of
student
learning
time
High
Standards
and
Expectations
for all
students
10 hours
All students
are engaged
and challenged
in their
education and
prepared to
meet or
exceed
mandated
standards.
Educational
opportunities
are equitable,
address
diverse
learning styles,
developmental
levels,
interests, and
prepare
students to
live, learn and
work in the
business
world.
Relevance to
Work
Washington State
Goal 4
Businesses need
websites that reflect
the mission of the
business and those
websites must be
developed with the
business’ image in
mind using good
design skills in order
for them to be
successful.
Standards &
Competencies
Performance Task/
Assessments
Visual Design
Unit 5: Portfolios
Students create a PDF
portfolio that features
completed work and a
career exploration
 Planning a Portfolio
 Constructing a Portfolio
 Presenting a Portfolio
Assessment:
 This unit may be
assessed at the
student-led
parent/advisor
conference
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Project and Process
Management Skills
 Planning and creating a PDF
portfolio
 Organizing and managing
content
 Conducting a review and
redesign
 Creating flowcharts
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.3 Expand comprehension
by analyzing, interpreting,
and synthesizing information
and ideas in literacy and
informational text
Decision Making
Design Skills
 Investigating and incorporating
layout and color consistently
 Designing consistent pages
 Designing for a specific
audience and purpose
Writing
2.4 Writes for career
applications
Technical Skills
 Creating e-portfolio flowcharts
 Prepare and organize files for
a PDF portfolio
 Create and personalize a PDF
portfolio
Photoshop
 Creating a Web Photo Gallery
InDesign
 Creating a portfolio
Acrobat
 Packaging multiple documents
Cause/Effect
Elaboration
Communication
3.1 Uses knowledge of
topic/theme, audience, and
purpose to plan
presentations
3.2 Uses media and other
resources to support
presentations
3.3 Uses effective delivery
Research and Communication
Skills
 Investigating and researching
career areas within print
production
 Communicating information to
particular audiences
 Defining the goals and uses of
a portfolio
 Soliciting and providing
- 19 -
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
Estimated
hours of
student
learning
time
20 hours
Relevance to
Work
Washington State
Goal 4
Portfolios
communicate
accomplishments,
works in progress,
or personal history.
Individuals use a
portfolio to
showcase their
work when
applying for a job.
Traditionally, a
portfolio is a large
book or leather
case containing
design samples.
With PDF
portfolios,
individuals can
share print, design,
and interactive
work in a variety of
ways: e-mail, print,
and online.
feedback
business
world.
NWCET
Digital Media
A2 Define scope of work
A3 Develop, present and test
concepts
A4 Create preliminary design
A5 Research content
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough
cuts
B4 Design and evaluate user
interface, visual appeal and
functional design
B6 Select appropriate software and
hardware tools
B7 Document design process
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
D2 Implement and refine navigation
and interactive design
- 20 -
Course Title: Digital Design – 2nd Year
Program: Business Education
CIP Code: 110820 (180 hours)
Career and Technical Education
Model Curriculum Framework
Preparatory
X Exploratory
Standards and competencies used in this curriculum framework are from curriculum designed by Adobe in partnership with OSPI. This framework also includes standards for
‘Digital Media’ and ‘Web Development and Administration’ from the National Workforce Center for Emerging Technologies (NWCET).
Standards &
Competencies
Performance Task/
Assessments
Web Design
Unit 5: Enhancing the
User Experience with
Flash
Students begin using
Flash to enhance user
experience on the web
 Animated Face Project
o Enhancing User
Experience with Rich
Media
o Examining Flash on
the Web
 Video Project
o Enhancing User
Experience with
Video
 Animation Techniques
Project
o Enhancing User
Experience with
Motion Tweens
Assessment:
 This unit may be
assessed using the
FBLA Event
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Project and Process
Management Skills
 Evaluating user experience on
the web for different
techniques used in rich media
Technical Skills
Flash
 Identifying parts of the user
interface
 Using drawing tools
 Working with layers
 Organizing layers and libraries
 Using animation methods
 Creating interactive buttons
 Working with bitmaps
 Using basic ActionScript
 Importing and compressing
audio
 Optimizing file size
 Publishing Flash documents
 Getting acquainted
 Working with graphics
 Creating and editing symbols
 Adding animation
 Articulated motion and
morphing
 Creating interactive navigation
 Working with sound and
video/producing video
Research and Communication
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.3 Expand comprehension
by analyzing, interpreting,
and synthesizing information
and ideas in literacy and
informational text
Decision Making
Cause/Effect
Elaboration
Writing
2.4 Writes for career
applications
Communication
3.1 Uses knowledge of
topic/theme, audience, and
purpose to plan
presentations
3.2 Uses media and other
resources to support
presentations
3.3 Uses effective delivery
Art
2.1 Applies a creative
process in the arts (dance,
music, theatre and visual
arts):
• Identifies audience and
purpose
- 21 -
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
Estimated
hours of
student
learning
time
30 hours
Relevance to
Work
Washington State
Goal 4
Designers choose
different ways to
present their
website content—
from animated
graphics to rich
client interfaces.
Many professional
web developers
use vector graphic
and animation
software to help
them enhance their
designs creatively
and efficiently on
web pages.
Skills
 Researching audience and
appropriate sites
 Using Flash effectively
 Connecting goals with user
interaction
 Researching appropriate uses
of multimedia
 Researching and categorizing
uses of Flash
NWCET
Digital Media
A2 Define scope of work
A3 Develop, present and test
concepts
A4 Create preliminary design
A5 Research content
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough
cuts
B4 Design and evaluate user
interface, visual appeal and
functional design
B6 Select appropriate software and
hardware tools
B7 Document design process
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
• Explores, gathers, and
interprets information from
diverse sources
• Uses ideas, foundations,
skills and techniques to
develop dance, music,
theatre and visual art
• Implements choices of arts
elements, principles,
foundations, skills, and
techniques in a creative
work
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
- 22 -
Standards &
Competencies
Performance Task/
Assessments
Visual Design
Unit 6: Brochures
Students create a
brochure, using
advanced image
manipulation techniques
and page layout design
 Planning and
Designing a Brochure
 Building a Brochure
o Enhancing User
Experience with
Video
 Reviewing a Brochure
Assessment:
 This unit may be
assessed using the
FBLA Event
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Project and Process
Management Skills
 Designing for a client
 Conducting review sessions
 Tracking milestones
 Managing files and using filenaming conventions
 Repurposing content
Design Skills
 Designing tri-fold layouts
 Redesigning based on
feedback
 Reusing content
 Creating designs that meet
client requirements
 Creating comps
Technical Skills
Photoshop
 Using color management tools
 Using filters
 Using blending tools
 Transforming images
 Retouching images
 Using advanced compositing
InDesign
 Understanding InDesign
frames
 Using placeholder text
 Designing in columns
 Using character and paragraph
styles
 Wrapping text around objects
(including using anchors)
 Applying effects to text
 Placing objects on page
 Creating shapes and borders
Acrobat
 Using commenting tools
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.3 Expand comprehension
by analyzing, interpreting,
and synthesizing information
and ideas in literacy and
informational text
Decision Making
Cause/Effect
Elaboration
Writing
2.4 Writes for career
applications
Communication
2.1 Uses language to
interact effectively and
responsibly in a multicultural
context
2.2 Uses interpersonal skills
and strategies in a
multicultural context to work
collaboratively, solve
problems, and perform tasks
- 23 -
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
Estimated
hours of
student
learning
time
25 hours
Relevance to
Work
Washington State
Goal 4
Brochures can be
found everywhere,
describing tourist
destinations,
providing information about
services, or giving
an overview of an
organization. A
brochure is a paper
collateral that
informs people
about a product,
service, or location.
Informing with a
brochure can be
quick and costeffective for
businesses.
Research and Communication
Skills
 Analyzing and evaluating
brochures
 Questioning to focus and
clarify
 Presenting designs to a client
 Gathering and synthesizing
information from a client
 Creating compelling brochure
content
 Giving and receiving peer
review comments
 Reflecting on how to improve
product
 Conducting focus groups
business
world.
NWCET
Digital Media
A2 Define scope of work
A3 Develop, present and test
concepts
A4 Create preliminary design
A5 Research content
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough
cuts
B4 Design and evaluate user
interface, visual appeal and
functional design
B6 Select appropriate software and
hardware tools
B7 Document design process
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
- 24 -
Standards &
Competencies
Performance Task/
Assessments
Web Design
Unit 6: Digital
Narratives Using Flash
Students use Flash to
create digital narratives
 Filmmaking
Techniques Project
o Creating Effects and
Film Techniques with
Flash
 Planning a Digital
Narrative
o Planning a Digital
Narrative and
Creating a Script
o Creating a
Storyboard for a
Digital Narrative
 Building a Digital
Narrative
 Testing a Digital
Narrative
o Reviewing and
Redesigning a
Digital Narrative
Assessment:
 This unit may be
assessed using the
FBLA Event
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Project and Process
Management Skills
 Writing a proposal with
attention to scenarios and
audience characterization
 Managing and organizing
different tasks involved in
design vs. production
Design Skills
 Designing a custom
experience
 Writing scripts for a digital
narrative
 Synthesizing and displaying
complex information
 Developing thorough and
accurate storyboards
 Making screen sketches for
interactive experiences
Technical Skills
Flash
 Using animation methods
 Saving and using motion
presets
 Using basic ActionScript
 Importing and compressing
audio
 Creating interactive buttons
 Using drawing tools
 Organizing layers and libraries
 Working with layers
 Optimizing file size
 Working with bitmaps
 Using components
 Loading and controlling Flash
content
 Publishing movies/Flash
documents
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.3 Expand comprehension
by analyzing, interpreting,
and synthesizing information
and ideas in literacy and
informational text
Decision Making
Cause/Effect
Elaboration
Writing
2.4 Writes for career
applications
Communication
2.1 Uses language to
interact effectively and
responsibly in a multicultural
context
2.2 Uses interpersonal skills
and strategies in a
multicultural context to work
collaboratively, solve
problems, and perform tasks
- 25 -
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
Estimated
hours of
student
learning
time
20 hours
Relevance to
Work
Washington State
Goal 4
Narratives use
words and visual
effects to evoke
their message and
enhance the
visitor’s experience
on the site.
Designers use
different techniques to draw
visitor attention
and to enhance the
message written in
the accompanying
script.
Research and Communication
Skills
 Researching audience and
appropriate sites
 Using Flash effectively
 Connecting goals with user
interaction
business
world.
NWCET
Digital Media
A2 Define scope of work
A3 Develop, present and test
concepts
A4 Create preliminary design
A5 Research content
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough
cuts
B4 Design and evaluate user
interface, visual appeal and
functional design
B6 Select appropriate software and
hardware tools
B7 Document design process
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
- 26 -
Standards &
Competencies
Performance Task/
Assessments
Visual Design
Unit 7: Newsletters
Students work in teams
to create the theme,
purpose, and content of a
newsletter
 Planning a Newsletter
 Designing a Newsletter
 Building a Newsletter
Shell
 Building a Newsletter
 Presenting a
Newsletter
Assessment:
 This unit may be
assessed using the
FBLA Event
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Project and Process
Management Skills
 Organizing into print
production roles
 Managing tasks based on
roles
 Identifying asset needs
 Working with copy
 Creating and managing a
project plan
 Engaging in full print
production process
Design Skills
 Designing a nameplate
 Using design to differentiate
content
 Designing multi-column and
multi-page layouts
 Incorporating color and layout
consistently (using themes)
 Integrating imagery and text to
express story content
 Providing clear navigation
 Using design techniques to
provoke interest
Technical Skills
InDesign
 Creating templates
 Reusing objects with the
Library
 Putting text on a path
 Creating multi-page spreads
 Transforming objects
 Managing text flow between
frames and columns
 Importing text from Microsoft
Word
 Adding page numbers
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.3 Expand comprehension
by analyzing, interpreting,
and synthesizing information
and ideas in literacy and
informational text
Decision Making
Cause/Effect
Elaboration
Writing
2.4 Writes for career
applications
Communication
2.1 Uses language to
interact effectively and
responsibly in a multicultural
context
2.2 Uses interpersonal skills
and strategies in a
multicultural context to work
collaboratively, solve
problems, and perform tasks
Art
2.1 Applies a creative
process in the arts (dance,
music, theatre and visual
arts):
 Presents work to others in
a performance, exhibition,
and/or production
- 27 -
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
Estimated
hours of
student
learning
time
20 hours
Relevance to
Work
Washington State
Goal 4
Newsletters are
publications that
are distributed on a
regular basis
(weekly, monthly,
yearly, and so on)
to target a
particular audience
who share a
common interest.
Newsletters usually
cover a main topic,
or theme, with
various articles
and/or
advertisements
related to the topic
or theme. They can
be used to promote
products or
services; to
maintain
relationships, as in
club or alumni
newsletters; to
offer information to
experts on a
particular topic; or
to offer information
on a particular
organization.
Newsletters can be
sent via e-mail or
standard mail or
distributed
manually.
 Adding captions
Illustrator
 Adding text and creating a text
outline
 Drawing in Illustrator
 Comparing vector and
bitmapped images
 Understanding Illustrator filters
 Creating polygons
 Smoothing and simplifying
paths
 Selecting stroke and fill
Photoshop
 Using measurement tools
Acrobat
 Packaging a newsletter for
distribution
business
world.
Research and Communication
Skills
 Analyzing newsletters
 Using design tools to
communicate between team
members
 Accessing, evaluating, and
synthesizing content from
multiple sources
 Reviewing and revising content
to match goals
 Collaborating with teammates
 Presenting a newsletter
 Understanding the journalistic
code of ethics
NWCET
Digital Media
A2 Define scope of work
A3 Develop, present and test
concepts
A4 Create preliminary design
A5 Research content
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough
cuts
B4 Design and evaluate user
interface, visual appeal and
functional design
- 28 -
B6 Select appropriate software and
hardware tools
B7 Document design process
B8 Coordinate with design team to
ensure design meets business
goals
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C7 Participate in iterative
development with clients and
team members
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
- 29 -
Standards &
Competencies
Performance Task/
Assessments
Web Design
Unit 7: Designing a
Client Website
Student teams design a
website for a client
Students write a design
document to help them
communicate clearly with
the client
 Planning a Design
Project
o Defining Client
Design Needs
o Writing a Design
Document
 Implementing a Design
Plan
o Reviewing and
Revising with Clients
o Building Elements of
a Client Site
 Presenting a Client
Site
o Evaluating and
Presenting a Client
Site
Assessment:
 This unit may be
assessed using the
FBLA Website
Development Event
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Project and Process
Management Skills
 Designing for a client
 Developing a project plan
 Developing a marketing plan
 Analyzing and evaluating to
select best examples
Design Skills
 Creating designs that meet
client requirements
 Communicating ideas and
information through simple
wireframes
 Providing multiple design ideas
 Designing to others’
requirements
 Synthesizing information from
design review meetings
 Creating design comps
Technical Skills
Dreamweaver
 Creating Cascading Style
Sheets (CSS)
 Crating external style sheets
 Using templates
 Using libraries
 Creating forms
 Creating a calendar
 Creating rollover images
 Creating image maps
 Checking files in and out
Fireworks
 Creating pop-up menus
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.3 Expand comprehension
by analyzing, interpreting,
and synthesizing information
and ideas in literacy and
informational text
Decision Making
Cause/Effect
Elaboration
Writing
2.4 Writes for career
applications
Communication
2.1 Uses language to
interact effectively and
responsibly in a multicultural
context
2.2 Uses interpersonal skills
and strategies in a
multicultural context to work
collaboratively, solve
problems, and perform tasks
Research and Communication
Skills
 Asking questions to focus and
clarify
- 30 -
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
Estimated
hours of
student
learning
time
25 hours
Relevance to
Work
Washington State
Goal 4
The focus of this
unit is working on a
team and
designing for
someone else as in
the world of work.
The main
emphasis is the
design-team
process for website
development, the
team-client
interaction for
incorporating
feedback and
changes throughout the development of the site,
and the application of techniques
that make the site
design and content
easily reusable and
revisable.



business
world.
Communicating ideas clearly
Listening and interpreting
information and feedback
Finalizing design with a client
NWCET
Digital Media
A1 Gather data to identify internal
and external customer
requirements
A2 Define scope of work
A3 Develop, present and test
concepts
A4 Create preliminary design
A5 Research content
A7 Prepare and present functional
requirements
A8 Identify technical constraints
and prepare specifications and
project plan
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough
cuts
B4 Design and evaluate user
interface, visual appeal and
functional design
B6 Select appropriate software and
hardware tools
B7 Document design process
B8 Coordinate with design team to
ensure design meets business
goals
C1 Develop, evaluate and revise
text and scripts
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C7 Participate in iterative
development with clients and
team members
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
D2 Implement and refine navigation
and interactive design
- 31 -
D4 Create and incorporate
application components
E1 Develop and perform usability
and functionality tests
E2 Identify and resolve defects
E3 Document testing process and
test results
E4 Conduct customer acceptance
testing and deliver product
E5 Conduct periodic reviews and
gather data for revisions
Web Development and
Administration
A1 Gather data to identify customer
requirements and capacity
A2 Define scope of work
A3 Prepare and present functional
and technical specifications
A4 Prepare preliminary application
A5 Create and refine preliminary
design or mockup
A6 Review technical considerations
and constraints
A7 Develop project plan
B1 Develop site map application
models and user interface
specifications
B2 Choose a site plan
B4 Write supporting code
B7 Develop design and interface
specifications
C1 Research content and
information architecture
C2 Coordinate content
development from multiple
contributors
C3 Develop and present concept
alternatives
C4 Create or adapt content
C5 Produce graphics, layout
elements and applicable code
C6 Update content
C7 Hand off to customer or user
D4 Integrate customer feedback
- 32 -
Standards &
Competencies
Performance Task/
Assessments
Visual Design
Unit 8: Mini-Yearbooks
Students form teams to
develop and create a
yearbook
 Planning a MiniYearbook
 Designing a MiniYearbook
o Building a MiniYearbook
Assessment:
 This unit may be
assessed using the
FBLA competition
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Project and Process
Management Skills
 Assigning and managing roles
 Creating and managing a
production plan
 Creating a style guide
Design Skills
 Designing and creating
double-page layout spreads
 Bleeding photos across pages
 Gathering or creating reusable
graphics and illustrations
 Designing and creating
reusable page treatments
 Designing and creating
thematically linked pages
 Designing and creating
backdrops for photo pages
Technical Skills
InDesign
 Creating master pages
 Converting text to outline
 Using the Paste Into command
 Designing facing-page spreads
 Bleeding photos
 Working with the gutter
 Combining multiple files
 Using books
 Creating tables of content and
indexes
 Applying stroke, scale, and
skew to text
 Using sections
 Using object styles
Illustrator
 Understanding Illustrator
symbols
 Using the symbol sprayer
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.3 Expand comprehension
by analyzing, interpreting,
and synthesizing information
and ideas in literacy and
informational text
Decision Making
Cause/Effect
Elaboration
Writing
2.4 Writes for career
applications
Communication
2.1 Uses language to
interact effectively and
responsibly in a multicultural
context
2.2 Uses interpersonal skills
and strategies in a
multicultural context to work
collaboratively, solve
problems, and perform tasks
- 33 -
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
Estimated
hours of
student
learning
time
25 hours
Relevance to
Work
Washington State
Goal 4
A yearbook, or
annual, is
frequently used to
record,
commemorate, and
highlight a school
year. At most
institutions, student
teams publish
yearbooks. Some
countries and
organizations also
publish yearbooks
as annual
summary reports.
Photoshop
 Creating a contact sheet
 Creating a picture packet
business
world.
Research and Communication
Skills
 Communicating to peers,
instructors, and the community
 Researching and investigating
yearbooks
 Researching and gathering
information on school activities
 Planning and selecting what
information is important
 Planning and conducting focus
groups
 Completing a review and
redesign cycle
 Presenting yearbook and
reflection
NWCET
Digital Media
A2 Define scope of work
A3 Develop, present and test
concepts
A4 Create preliminary design
A5 Research content
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough
cuts
B4 Design and evaluate user
interface, visual appeal and
functional design
B6 Select appropriate software and
hardware tools
B7 Document design process
B8 Coordinate with design team to
ensure design meets business
goals
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C7 Participate in iterative
development with clients and
team members
- 34 -
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
- 35 -
Standards &
Competencies
Performance Task/
Assessments
Web Design
Unit 8: Web Portfolio
Workshop
Students consider the
contents of their web
portfolios from the
viewpoint of work after
this course
 Web Portfolio
Workshop
Assessment:
 This unit may be
assessed using the
FBLA Website
Development Event
 This unit may be
assessed at the
student-led
parent/advisor
conference
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Project and Process
Management Skills
 Conducting a review workshop
 Providing constructive criticism
Design Skills
 Investigating and incorporating
color and layout consistently
 Applying principles of user
interface design
 Considering screen size
 Designing consistent website
pages
Research and Communication
Skills
 Evaluating and assessing skills
 Planning for future careers
 Presenting a website to a
group
 Talking notes on critique
 Providing meaningful but not
overly critical feedback
 Demonstrating the realization
of redesign goals
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.3 Expand comprehension
by analyzing, interpreting,
and synthesizing information
and ideas in literacy and
informational text
Decision Making
Cause/Effect
Elaboration
Writing
2.4 Writes for career
applications
Communication
2.1 Uses language to
interact effectively and
responsibly in a multicultural
context
2.2 Uses interpersonal skills
and strategies in a
multicultural context to work
collaboratively, solve
problems, and perform tasks
NWCET
Digital Media
A2 Define scope of work
A3 Develop, present and test
concepts
A4 Create preliminary design
A5 Research content
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough
cuts
B4 Design and evaluate user
- 36 -
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
Estimated
hours of
student
learning
time
10 hours
Relevance to
Work
Washington State
Goal 4
Engaging in web
and rich-media
projects helps
students build
design, technical,
project management, and
communication
skills. To high-light
these skills for
work after this
course, whether it
is higher education
or a career,
students need a
strong portfolio.
interface, visual appeal and
functional design
B6 Select appropriate software and
hardware tools
B7 Document design process
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
D2 Implement and refine navigation
and interactive design
business
world.
- 37 -
Standards &
Competencies
Performance Task/
Assessments
Visual Design
Unit 9: Final Portfolios
Students improve their
portfolios from earlier and
redesign them to better
address their overall
future focus [may be
used as their Culminating
Project in their Senior
year]; students will
present their portfolios
 Updating a PDF
Portfolio
 Presenting a Portfolio
Assessment:
 This unit may be
assessed at the
student-led
parent/advisor
conference
(Exploratory = pre-industry
content standard
Preparatory = industry
standard)
Project and Process
Management Skills
 Planning and creating a PDF
portfolio
 Organizing and managing
content
 Conducting review and
redesign
 Providing constructive criticism
 Creating flowcharts
Design Skills
 Investigating and incorporating
layout and color consistently
 Designing consistent pages
 Designing for a specific
audience and purpose
Technical Skills
InDesign
 Creating a portfolio
Acrobat
 Packaging multiple documents
Research and Communication
Skills
 Communicating information to
particular audiences
 Planning and conducting
research strategies
 Understanding and practicing
lifelong career skills
o Job research skills
o Presenting skills
 Soliciting and providing
feedback
 Taking notes on critique
 Demonstrating the realization
of redesign goals
 Creating marketing plan
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Reading
1.3 Build vocabulary through
wide reading
Sequence
2.3 Expand comprehension
by analyzing, interpreting,
and synthesizing information
and ideas in literacy and
informational text
Decision Making
Cause/Effect
Elaboration
Writing
2.4 Writes for career
applications
Communication
2.1 Uses language to
interact effectively and
responsibly in a multicultural
context
2.2 Uses interpersonal skills
and strategies in a
multicultural context to work
collaboratively, solve
problems, and perform tasks
Art
2.1. Applies a creative
process in the arts (dance,
music, theatre and visual
arts):
 Reflects for the purpose of
self-evaluation and
improvement of the
creative work
 Refines work based on
feedback, self-reflection,
and aesthetic criteria
 Presents work to others in
a performance, exhibition,
and/or production
- 38 -
Leadership Skills
and
Corresponding
Activity
Employability
Skills
FBLA provides
leadership activities that
correlate with the Digital
Design curriculum. At a
minimum:
Interpersonal
Participates as a
member of a team—
contributes to group
effort
1.5 The student will be
involved in activities that
require applying theory,
problem-solving, and
using critical and
creative thinking skills
while understanding the
outcomes of related
decisions.
Information
Interprets and
communicates
information
Systems
Improves or designs
systems—suggests
modifications to existing
systems and develops
new or alternative
systems to improve
performance
Local
District
Goals
High
Standard
s and
Expectati
ons for all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet or
exceed
mandated
standards.
Education
al
opportuniti
es are
equitable,
address
diverse
learning
styles,
developm
ental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
Estimated
hours of
student
learning
time
20 hours
Relevance to
Work
Washington State
Goal 4
By engaging in
print and design
projects, students
develop their
abilities to produce
different types of
work and see how
their skills can be
used in industry.
Students have
experienced
multiple roles and
taken part in
various parts of the
design and
production process.
Students can use
these experiences
to determine the
direction they might
wish to pursue in
the work world. In
creating the PDF
portfolio, students
focus on design
and content to
communicate well
and optimize
employers’
perceptions of
them.
NWCET
Digital Media
A2 Define scope of work
A3 Develop, present and test
concepts
A4 Create preliminary design
A5 Research content
B1 Determine media types and
delivery platform
B2 Complete basic design and
storyboard
B3 Develop and produce rough
cuts
B4 Design and evaluate user
interface, visual appeal and
functional design
B6 Select appropriate software and
hardware tools
B7 Document design process
C3 Identify available media and
content sources
C4 Produce or acquire content
elements
C8 Ensure media productions and
acquisitions meet legal and
copyright requirements
D1 Create and produce finished
content
D2 Implement and refine navigation
and interactive design
business
world.
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