Selby High School
2014-2015
Adobe Illustrator
Adobe Illustrator is a key piece of software for the CiDA qualification. This software will be used for vector image creation including logos, nets, line drawings etc. Students will have the
opportunity to create vector art to suit a purpose, or create their own images from scratch. Illustrator will be used in conjunction with Photoshop.
Objectives
Outcomes
To familiarise yourselves
with the illustrator
interface
All students will use
vector tools to make a
logo
To use symbols and basic
shapes to create a logo
Most students will
rebrand an existing
company logo
Some students will
rebrand an existing
company logo and
make realistic
improvements
Lesson 1:Intro – Making a logo
Lesson outline
Part 1: Students are to open Illustrator. Explain
the interface to students looking for similarities
and differences from other software they made
have used (especially Photoshop and fireworks)
Part 2: Walk students through the various stages
of creating a logo. The aim at this point is to
create something almost identical to the one on
screen. Show students examples on the board
using AB tutor, and ask students to peer assess to
find the strongest design.
Part 3: Students are to find a logo of the brand
that they think is outdated – for a low ability/demotivated class it might be better picking a logo
for the whole class to re-design.
Ext: Students are to put their before and after
logos together and identify why theirs is an
improvement on the original.
Resources
PLTS/literacy
Illustrator.
Creative thinkers.
Lesson 1 ppt.
Justification of choices
with key words.
This lesson could run
into 2 if the outcomes
are altered.
Lesson 2: Using Gradients
To understand how to
create gradients to
enhance images
All students will use
gradients to create a
shiny new iPhone
Most students will
create an interface
using existing symbols
Some students will
create an interface
using original images
Part 1: Introduce the concept of gradients.
Students are to think about how gradients
improve the look of an image. Ask students to
discuss in pairs which snail they think is the most
effective.
Part 2: Students are to practice use of gradients
using a petal as an example. Explain the two
methods of creating gradients. Higher ability
students should aim to use mesh gradients to
create more original looking gradients.
Part 3: Students are to create a new generation
iPhone using gradients. You may want to use the
PowerPoint to aid students with their designs or
show them an “after” and let them experiment.
Part 4: Show students work using AB tutor on the
screens. Students are to identify strong and weak
elements of students designs
Notes
Some of the elements
of this lesson may need
to be simplified for a
lower ability class – e.g
using an existing shape
rather than creating
one from joining
shapes together.
Avoiding gradients etc.
Illustrator
Gradients.ppt
Creative thinkers
Reflective learners
Selby High School
2014-2015
Lesson 3: Making a map
To use the pen tool to
create lines and shapes
To create a map suitable
for adult visitors to Selby
All students will use the
pen tool to create lines
and shapes
Most students will
reorder images and
include text
Some students will add
additional features to
enhance the map
Part 1: Students are to look at google maps of
Selby and compare the Vector map and the
Bitmap street view map. In pairs they are to
complete the table of strengths and weaknesses
of both. Higher ability students will compare
purposes.
Part 2: Show examples of vector maps, and
explain today’s task. Run through the tutorial with
students to create roads, buildings, terrain and a
background.
Part 3/Extension: Students add text and a key to
finalise their maps. Stress the importance of
SOAP.
Part 4: Students to compare their maps with the
example on the board. They are to list either 1
thing that makes their map better, or 1 thing that
they could improve, and explain why they think
that. Go around the class asking each student to
make 1 point alternating positives and
improvements as student work is shown on the
board.
Vector map.ppt
Team workers
Illustrator
Vector vs Bitmaps.doc
Selby Map.ai
Lesson 4: Perspectives
To understand how to
create graphics in 1 and 2
point perspectives
All students will draw
using the 1 and 2 point
perspective grids
Most students will
created original images
for the perspective
room
Some students will
create original images
which are of a suitable
scale and excellent
attention to detail
Part 1: 3 students are to draw cubes on paper/the
white board for the class. Most students will draw
orthographic squares, however some may draw in
isometric/perspective. Demonstrate the
difference. Ask why they drew it this way, and
how it might be more difficulty drawing in
perspective. Students are to be shown how to
draw in perspective using a grid to help them.
Part 2: Set up a 1 point perspective in Illustrator.
Students draw a box followed by a letter of their
initials in 3D. Higher ability students will
experiment with gradients to enhance the 3D
image.
Part 3: Set up a 2 point perspective in illustrator.
Students draw and 2nd box and notice the
difference, especially those creating gradients.
Part 4: Students are to open the perspective
room. Demonstrate how to get 2D objects into
Perspective.ppt
Perspective room.ai
Illustrator
Creative thinkers
Selby High School
2014-2015
the perspective grid using the selection tool.
Students are to create a different furnished room
depending on their level.
Part 5: Students may peer/self assess their work
based on the 4 points listed in the “what I’m
looking for” slide. Marks given out of 5 for each
criteria.
Lesson 5: Final Assessment – Healthy Take Away.
To create a logo and shop
front for a brand new
healthy take away.
All students will create
a logo and a shop front
Most students will use
a 1 point perspective
Some students will use
a 2 point perspective
Part 1: Introduce the brief to students using the
PowerPoint. Students are to write down their
ideas on the proposal before swapping with other
students and gaining feedback.
Part 2: Students create the logo using illustrator.
Students complete their progress diaries as they
work, ensuring they pay attention to the mark
scheme on the board and in their booklets.
Part 3: Students create the shop front, ensuring
the complete their progress diaries along the way.
Part 4: Students are the self and peer assess their
work using the marking grid at the bottom of the
progress diaries.
Assessment.ppt
Team workers
Healthy take away
progress diary.doc
Creative thinkers
Proposal.doc
This “lesson” is likely to
span over 2 or 3.
Elements can be
removed, such as the
proposal, depending on
time.