CURRICULUM MAP
Course Title: Digital Design 2
UNIT/ORGANIZING
PRINCIPLE: Collages
and Photography
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
Course Number: 8209520
PACING: 2- 4 weeks
UNIT: 1
Adobe Photoshop CS4 Extended is an image-manipulation tool that can help students analyze, enhance, and edit images. In this project, students learn the basics of photography, image composition, and
elements of visual design as they create a collage.
LEARNING TARGETS
(Learning Targets)
Project management skills Knowledge Target:
BENCHMARKS
(Performance Tasks)
09.01
• Planning and creating a
Research and Information Retrieval
09.02
collage
Students apply digital tools to gather, evaluate, and use
09.05
• Organizing and managing
information. Students:
21.01
images
a. locate, organize, analyze, evaluate, synthesize, and ethically 21.02
• Managing files and using fileuse information from a variety of sources and media.
naming
21.03
Reasoning Target:
conventions
21.04
Creativity and Innovation
Design skills
Students demonstrate creative thinking, construct knowledge, 31.01
• Understanding image
composition
and develop innovative products using technology. Students: 31.02
• Understanding color
a. apply existing knowledge to generate new ideas, products, 31.03
correction and effects
31.04
or processes.
• Understanding file formats, b. create original works as a means of personal or group
31.05
resolution, and file
expression
31.06
size
Critical Thinking and Problem Solving
31.08
• Understanding image source
Students
use
critical
thinking
skills
to
plan
and
conduct
32.01
Research and
research, manage projects, solve problems and make informed 32.03
communication skills
• Communicating information decisions using appropriate digital tools and resources.
33.01
clearly, using
correct terminology
• Understanding copyright
issues and fair-use
guidelines
• Analyzing and critiquing
photographs
Technical skills
General
• Using a digital camera
• Scanning images
Photoshop
• Understanding the Adobe
Photoshop CS4
1
Students plan and manage activities to develop a solution or
complete a project.
Adobe Certified
Digital Citizenship
Associate, Visual
Students understand human, cultural, and societal issues
related to technology and practice legal and ethical behavior. Communication
Students advocate and practice safe, legal, and responsible use objectives
of information and technology.
1.2 Demonstrate
knowledge of standard
Skills Targets:
copyright rules for
Communication and Collaboration
Students use digital media and environments to communicate images and image use.
and work collaboratively, including at a distance, to support 2.2 Demonstrate
knowledge of design
individual learning and contribute to the learning of others.
principles and image
Students:
a. communicate information and ideas effectively to multiple composition.
COMMON CORE
STANDARDS/21ST
Common Core Standards
CCSS.ELA-Literacy.CCRA.SL.1
CCSS.ELA-Literacy.CCRA.SL.2
CCSS.ELA-Literacy.CCRA.SL.3
CCSS.ELA-Literacy.CCRA.SL.4
CCSS.ELA-Literacy.CCRA.SL.5
CCSS.Math.Content.MG.A.1
CCSS.Math.Content.HSN-Q.A.1
CCSS.Math.Content.HSN-Q.A.3
21st Century Skills
LEARNING AND INNOVATION
SKILLS
CREATIVITY AND INNOVATION
Think Creatively - Work
Creatively with Others Implement Innovations
CRITICAL THINKING AND
PROBLEM SOLVING
Reason Effectively - Use
Systems Thinking - Make
Judgments and Decisions Solve Problems
COMMUNICATION AND
COLLABORATION
Communicate Clearly Collaborate with Others
INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
INFORMATION LITERACY
KEY
TERMINOLOGY
framing
angle of view
rule of thirds
close-ups
tone and sharpness
arrangement
emphasis
balance
ACTIVITIES/
RESOURCES
Interventions
Students can work in groups
Enrichment
Composition: Engage students in
deeply exploring composition
elements by using Camera Raw files
or video stills to manipulate the image
and its metadata (such as zoom, hand,
white balance, cropping, color
samplers, Camera Raw workflow
options, FilmStrip format, and nonsquare pixels).
• Design principles: Have students
research design principles as they
apply to photography, graphic design,
and fine art. Have them distinguish the
ways these principles are applied and
represented in the different areas and
then present their findings.
• Photographers: Have students
research famous photographers and
their work to understand the
field of photography. Have them
present their findings to the class.
• Community links: Ask professional
photographers, graphic designers, and
artists to discuss their work and career
paths, giving students a real-world
view of the areas they are studying.
ASSESSMEN
TS
Attached
Rubric
Extended interface
• Importing and working with
various file
formats
• Working with layers
• Retouching photos by using
selection tools
• Adjusting brightness and
contrast
• Adjusting levels and colors
• Cropping, resizing, and
straightening images
• Using Photomerge
• Transforming images
Acrobat
• Creating PDFs
2
audiences using a variety of media and formats
Technology Operations and Concepts
Students demonstrate a sound understanding of technology
concepts, systems and operations.
Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
2.4 Demonstrate
knowledge of color
correction.
2.5 Demonstrate
knowledge of image
generating devices and
their resulting image
types.
Product Targets:
Students take photos and gather images from various sources, 3.1 Identify elements of
the Photoshop CS4 user
identifying elements of visual design that
reflect good composition. They use Photoshop to retouch and interface and
demonstrate knowledge
manipulate these photos and images to
of their
build a collage. Through this process, they learn about
functions.
copyright issues and document their learning by
3.2 Understand key
using Adobe Acrobat 8 Professional
terminology of digital
images.
3.3 Demonstrate
knowledge of layers and
masks.
3.4 Demonstrate
knowledge of importing,
exporting, organizing,
and saving.
4.1 Demonstrate
knowledge of working
with selections and
measurement.
4.3 Transform images.
4.4 Adjust the tonal
range and correct the
color of an image.
4.5 Demonstrate
knowledge of retouching
and blending images.
Access and Evaluate
Information - Use and Manage
Information
MEDIA LITERACY
Analyze Media - Create Media
Products
ICT (Information,
Communications and
Technology) LITERACY
Apply Technology Effectively
LIFE AND CAREER SKILLS
FLEXIBILITY AND
ADAPTABILITY
Adapt to Change - Be Flexible
INITIATIVE AND SELFDIRECTION
Manage Goals and Time - Work
Independently - Be Selfdirected Learners
SOCIAL AND CROSS-CULTURAL
SKILLS
Interact Effectively with Others
- Work Effectively in Diverse
Teams
PRODUCTIVITY AND
ACCOUNTABILITY
Manage Projects - Produce
Results
LEADERSHIP AND
RESPONSIBILITY
Guide and Lead Others - Be
Responsible to Others
Suggested Resources
Adobe Photoshop CS4 Extended installed
on all machines
• Adobe Acrobat 8 Professional installed
on all machines
• Digital cameras
• Scanners
• Adobe Photoshop CS4 Classroom in a
Book excerpt: Getting to Know the Work
Area
• Guide: How to scan images
• Photoshop guide: How to correct color
• Photoshop guide: How to retouch photos
• Photoshop guide: How to generate
different file formats
• Photoshop guide: How to resize and crop
images
• Photoshop guide: How to use selection
tools
• Adobe Video Workshop: Combining
images in Photoshop using Photomerge
• Guide: Principles and rules of copyright
• Acrobat guide: How to use the Acrobat 8
interface and basic navigation
• Acrobat guide: How to create a PDF
CURRICULUM MAP
Course Title: Digital Design 2
Course Number: 8209520
PACING: 4-7
UNIT/ORGANIZING
PRINCIPLE: Logo
hours or 1-2 weeks
Creation
UNIT: 2
How do you design a logo that is unique, functional and versatile?
ESSENTIAL
QUESTIONS:
CONCEPTS
COMMON CORE
/CONTENT
LEARNING
BENCHMARKS
STANDARDS/21ST
(Outcomes)
TARGETS/SKILLS
(Performance
(Learning Targets)
Tasks)
Project
management
Frameworks:
Common Core Standards
Create a logo using
skills
02.01
CCSS.ELA-Literacy.CCRA.SL.1
Industry Standard
• Planning and creating a logo 02.02
CCSS.ELA-Literacy.CCRA.SL.2
Software.
• Managing and organizing
09.01
CCSS.ELA-Literacy.CCRA.SL.3
graphics elements
09.02
CCSS.ELA-Literacy.CCRA.SL.4
and illustrations
29.01
CCSS.ELA-Literacy.CCRA.SL.5
Research and
29.03
CCSS.ELA-Literacy.CCRA.SL.6
communication skills
29.04
CCSS.ELA-Literacy.CCRA.W.4
• Investigating logos
31.01
CCSS.ELA-Literacy.CCRA.W.5
• Critiquing designs
31.02
CCSS.ELA-Literacy.CCRA.W.6
• Communicating purpose
31.03
and goal
CCSS.Math.Content.MG.A.1
• Communicating and
31.04
CCSS.Math.Content.HSN-Q.A.1
presenting design
31.05
CCSS.Math.Content.HSN-Q.A.3
decisions
31.06
• Giving feedback on a
31.08
21st Century Skills
project
32.01
LEARNING AND INNOVATION
32.01
Skills Target
SKILLS
Photoshop
• Using guides and rulers
• Understanding vector and
bitmap graphics
• Using swatches
• Drawing lines
• Drawing and modifying
shapes
• Adding text to images
• Outputting for web
• Outputting for print
3
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
CREATIVITY AND INNOVATION
•
Think Creatively - Work
•
Creatively with Others •
Adobe Requirements : Implement Innovations
•
1.1 Identify the
CRITICAL THINKING AND
•
purpose, audience, and
PROBLEM SOLVING
audience needs for
•
Reason Effectively - Use Systems
preparing image(s).
•
Thinking - Make Judgments and
2.1 Demonstrate
•
knowledge of image
Decisions - Solve Problems
•
resolution, image size, COMMUNICATION AND
•
ACTIVITIES/
RESOURCES
KEY
TERMINOLOGY
logo
color wheel
hue
saturation
chroma
tint
tone
shade
brightness
RGB
CMYK
color gamut
color profiles
color management
file format
resolution
optimize
review
redesign
vector
bitmap
proximity/groupings
balance
alignment
harmony/proportion
white space
repetition
pixels
ASSESSMENTS
Performance Daily in the Classroom:
• Adobe Photoshop CS4 Extended installed on
all machines
• Presentation: Introduction to graphic design
• Worksheet: Design principles
• Guide: How to understand color management
• Photoshop CS4 Visual Quick Start Guide
Chapter 2, excerpt: Color Management
• Worksheet: Review and redesign of logos
• Photoshop guide: How to create a new
Document
• Photoshop guide: How to use drawing tools
• Photoshop guide: How to draw shapes
• Guide: Bitmap and vector images
• Photoshop guide: How to add text to images
• Photoshop guide: How to generate different file
formats (from Project 1)
Suggested Resources:
• Design activity: Have students explore the color schemes posted on
Kuler in Adobe labs:
http://kuler.adobe.com. Have students, in small groups, select their
favorite color scheme and articulate where they might use such a color
scheme and why it is useful for that purpose.
• A short article on making logo designs:
www.webdesignfromscratch.com/logos.cfm.
• Types of logos and their construction:
www.grantasticdesigns.com/logos1.html.
• Review the Introduction to Graphic Design presentation.
• An article on design principles:
Use project rubrics
in the teaching
materials for
Project 2
http://www.adobe.
com/education/inst
ruction/teach/visua
ldesign_old.html
and image file format
• Outputting for video
• Creating shapes and borders for web and for
print.
2.2 Demonstrate
Product Target
knowledge of design
Design skills
principles and image
• Understanding and
employing design principles composition.
2.5 Demonstrate
• Understanding and
knowledge of image
employing color theory
generating devices and
• Identifying the difference in
their resulting image
color modes
types.
• Understanding color
3.2 Understanding key
management
terminology of digital
• Sketching
images.
• Creating and editing
3.6 Demonstrate an
graphical elements and
understanding of and
illustrations
select the appropriate
• Designing for a specific
features and options
audience and purpose
required to
implement a color
management workflow.
4.2 Use Photoshop
guides and rulers.
4.6 Demonstrate
knowledge of drawing
and painting.
4.7 Demonstrate
knowledge of type.
5.1 Demonstrate
knowledge of preparing
images for web, print,
and video.
4
COLLABORATION
Communicate Clearly Collaborate with Others
INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
INFORMATION LITERACY
Access and Evaluate Information
- Use and Manage Information
MEDIA LITERACY
Analyze Media - Create Media
Products
ICT (Information,
Communications and
Technology) LITERACY
Apply Technology Effectively
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
Adapt to Change - Be Flexible
INITIATIVE AND SELFDIRECTION
Manage Goals and Time - Work
Independently - Be Self-directed
Learners
SOCIAL AND CROSS-CULTURAL
SKILLS
Interact Effectively with Others Work Effectively in Diverse
Teams
PRODUCTIVITY AND
ACCOUNTABILITY
Manage Projects - Produce
Results
LEADERSHIP AND
RESPONSIBILITY
Guide and Lead Others - Be
Responsible to Others
www.digital-web.com/articles/principles_of_design.
• Before-and-after formats illustrating design principles:
http://desktoppub.about.com/od/designprinciples/l/aa_pod2.htm.
• A short introduction to graphic design theory, explaining the aspects
of design to consider when
composing a piece of fine art or producing a graphic layout:
www.usask.ca/education/coursework/skaalid/theory/cgdt/designtheory.h
tm.
© 2007 Adobe Systems Incorporated Logos 7
• A brief discussion of the main principles of design:
http://char.txa.cornell.edu/language/principl/principl.htm.
• Definitions and examples of elements and principles of design:
www.johnlovett.com/test.htm.
• Definitions for graphic design principles:
www.msu.edu/~glazered/tc801/graphic.html.
Color theory
• An overview of color theory and the color wheel:
www.colormatters.com/colortheory.html.
• A color theory tutorial: www.worqx.com/color/.
• A site to spur discussion and terminology of color selection:
http://kuler.adobe.com.
Design process
• This article from Bergen County Technical Schools of Hackensack,
N.J., discusses the design
process:
www.bergen.org/technology/despro.html.
CURRICULUM MAP
Course Title: Digital Design 2
Course Number: 8209520
PACING: 5-8 hrs
UNIT: 3
UNIT/ORGANIZING
PRINCIPLE: Business
Cards
How do you demonstrate knowledge of design principles, elements, and image composition?
ESSENTIAL
QUESTIONS:
CONCEPTS /CONTENT
COMMON CORE
(Outcomes)
ACTIVITIES/
LEARNING TARGETS
BENCHMARKS
KEY
STANDARDS/21ST
(Learning Targets)
(Performance
TERMINOLOGY
RESOURCES
Tasks)
Adobe Photoshop CS4 Extended installed on all
typography
02.02
Common Core Standards
Knowledge Target:
machines
Project management skills
serifs
Demonstrate knowledge of image
09.01
CCSS.ELA-Literacy.CCRA.R.7
• Planning and managing projects
Adobe InDesign CS4 installed on all machines
kerning
resolution, image size, and image file 09.05
CCSS.Math.Content.MG.A.1
with multiple steps
Adobe Acrobat 9 Professional installed on all
leading
format for web, video, and print.
• Incorporating different types of
29.01
CCSS.Math.Content.HSN-Q.A.3
machines
tracking
assets
Demonstrate knowledge of design 29.02
Guide: Understanding typography concepts
CCSS.Math.Content.HSG-MG.A.1
• Conducting a review workshop
baseline shift
principles, elements, and image
Presentation: Introduction to typography design
29..03
• Identifying audience(s)
font families
composition.
Worksheet: Analyzing business cards Worksheet:
st
• Selecting and using appropriate
29.04
21 Century Skills
readability
Demonstrate knowledge of
Review and redesign of business cards
applications
31.01
LEARNING AND INNOVATION
hierarchy
Photoshop guide: How to resize and crop images
• Practicing safe, responsible use of typography.
SKILLS
copyright information when using
31.02
(from Project 1)
alignment
Demonstrate knowledge of type.
outside graphic elements
Photoshop guide: How to use filters
CREATIVITY
AND
INNOVATION
31.03
filters
Demonstrate knowledge of filters.
InDesign guide: Overview of InDesign CS4
Think
Creatively
Work
grids
Demonstrate knowledge of preparing 31.04
Design skills
workspace
rulers
Creatively
with
Others
• Understanding the impact of
images for web, print, and video.
31.05
InDesign guide: How to set up a document
typography
Implement Innovations
31.06
InDesign guide: How to use text
• Understanding the relationship
CRITICAL THINKING AND
InDesign guide: How to use the ruler, grid, guides,
31.08
between color, typography, layout, Reasoning Target:
PROBLEM SOLVING
Creativity and Innovation Students 32.01
and the Align panel
and tone
• Designing for readability
InDesign guide: How to prepare files for print
demonstrate creative thinking,
Reason Effectively - Use
33.01
• Redesigning based on feedback
Acrobat guide: How to create a PDF presentation
construct knowledge, and develop
Systems Thinking - Make
• Understanding different print
46.01
innovative products using
5
ASSESSMENTS
Analyzing business cards worksheet is
clearly and thoughtfully completed.
Worksheet includes specific and clear
examples from the class discussion,
typography guide, and presentation on
typography. Worksheet also includes specific
and clear examples from previous
discussions, guides, and presentations on
design principles, color theory, and layout.
The review and redesign process clearly and
explicitly analyzes and critiques how the first
version of the business meets or does not
meet the initial goals, whether the business
card requires new goals, and how the
business card reflects good design principles.
The review and redesign process insightfully
analyzes changes for the final business card
and identifies new design principles and
technological techniques to incorporate.
formats
• Applying principles of print design
• Designing for audience(s)
• Creating an original work
technology. Students:
a. apply existing knowledge to
generate new ideas, products and
processes.
b. create original works as a means
of personal or group expression.
Research and communication
Research and Information Fluency
skills
Students apply digital tools to gather,
• Evaluating and analyzing business
evaluate, and use information using
cards
• Providing insightful critiques and digital tools. Students:
feedback
b. locate, organize, analyze, evaluate,
• Demonstrating personal
synthesize, and ethically use
responsibility by incorporating
information from a variety of sources
feedback
and media.
• Presenting a design layout to a
group
c. evaluate and select information
• Planning strategies to guide inquiry sources and technology tools based
• Communicating business card
on appropriateness of specific task.
redesign effectively to peers and
Critical Thinking, Probleminstructors
Solving, and Decision-Making
Technical skills
Students use critical thinking skills
Photoshop
to plan and conduct research,
• Exporting to InDesign
manage projects, solve problems and
• Applying filters, such as the
Lighting Effect or Lens Flare
make informed decisions using
appropriate technology tools.
InDesign
Students:
• Understanding the InDesign
b. plan and manage activities to
interface
• Setting document properties,
develop a solution or complete a
including dimensions and margins
project.
• Adding and modifying text
Digital
Citizenship Students
• Using alignment tools, ruler,
understand human, cultural, and
guides, and grid
societal issues related to technology
and practice legal and ethical
Acrobat
behavior. Students:
• Creating PDF slideshows
a. advocate and practice safe,
responsible use of information
technology.
b. exhibit positive attitudes toward
technology uses that support
collaboration, learning, and
productivity.
c. demonstrate personal
responsibility for lifelong
learning.
Skills Targets:
Communication and Collaboration
6
Judgments and Decisions Solve Problems
COMMUNICATION AND
COLLABORATION
Communicate Clearly Collaborate with Others
INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
INFORMATION LITERACY
Access and Evaluate
Information - Use and Manage
Information
MEDIA LITERACY
Analyze Media - Create Media
Products
ICT (Information,
Communications and
Technology) LITERACY
Apply Technology Effectively
LIFE AND CAREER SKILLS
FLEXIBILITY AND
ADAPTABILITY
Adapt to Change - Be Flexible
INITIATIVE AND SELFDIRECTION
Manage Goals and Time - Work
Independently - Be Selfdirected Learners
SOCIAL AND CROSS-CULTURAL
SKILLS
Interact Effectively with Others
- Work Effectively in Diverse
Teams
PRODUCTIVITY AND
ACCOUNTABILITY
Manage Projects - Produce
Results
LEADERSHIP AND
RESPONSIBILITY
Guide and Lead Others - Be
Responsible to Others
Interventions
Group Work
Business card has a clear tone and purpose
and effectively communicates information to
multiple audiences. Any outside graphics
elements are properly cited with copyright or
fair use guidelines.
Business card incorporates the logo and
clearly and elegantly incorporates typography
Ancillary materials: After students have completed design, layout design, and color selection. In
their business cards, have them design and create the planning and designing the business card,
other materials they might need for the business,
appropriate technological techniques were
such as envelopes and letterheads for when they
employed, such as use of filters on graphics
apply for jobs and provide their business cards. If
elements, proper alignment of graphics, and
they designed the business card for an organization, appropriate document dimensions, such as
have them create ancillary materials the organization margins.
might need.
• Real world experiences: Recruit interested local
Slideshow presentation includes an original
businesses and organizations for which the student business card. Slideshow presentation
groups might create a business card design. Each
highlights three redesigned business cards
group could act like its own design firm and create with clear and detailed explanations and
designs for the organization.
analysis (including examples such as
• Reviewing with clients: When working with clients sketches) of the design process, decisions,
each group could post their work to the web to
and implemented changes (typography
conduct client reviews by creating PDF documents in design, color selection, layout design,
Adobe Acrobat 9 Professional or uploading content technologies used, and so on) made to each
onto a review website using Adobe Contribute CS4. card for use in a serious, creative, or
Use the information from the School Setup Guide to entertaining situation.
set up and use Contribute:
www.adobe.com/education/instruction/adsc/
Student collaborates freely with other
students to provide feedback or assistance.
Contributes equally to project work. Consults
Suggested Resources
with other team members on major project
Typography:
• A general introduction to typography on the web: decisions and voluntarily helps others build
skills to complete the project.
www.wpdfd.com/wpdtypo.htm
• Guidelines for print typography:
www.utexas.edu/visualguidelines/vg_p_type.html
• How to work with text in Photoshop:
www.adobe.com/go/ps_dc_typo
• What typography is, featuring type used on
letterhead, envelopes, business cards, flyers, and
brochures: www.vipprinting.com/typetips.html
• The difference between type on the web and in
print and how to bring the two together:
www.graphicpush.com/webpage-printingtypography-and-usability-considerations
• A tutorial on type and page layout:
www.typography-1st.com/typo/txt-lay.htm
• Typography for web design:
www.markboulton.co.uk/journal/comments/five_sim
ple_steps_to_better_typography/
Enrichment
Students use digital media and
environments to communicate and
work collaboratively, including at a
distance, to support individual
learning and contribute to the
learning of others. Students:
b. communicate information and
ideas effectively to multiple
audiences using a variety of media
and formats.
d. contribute to project teams to
produce original work and solve
problems.
Business card layout:
• Guidelines and templates for layout design:
www.utexas.edu/visualguidelines/vg_p_grid.html
• General guidelines for page layout:
http://desktoppub.about.com/cs/pagelayout/f/layout_r
ules.htm
• The 11 parts of a business card:
http://desktoppub.about.com/od/businesscards/a/bcar
d_parts.htm
• Links on business card layout, design, and tone:
http://desktoppub.about.com/od/businesscards/Busin
ess_Cards.htm
• Cost benefits and design considerations of business
cards: http://ezinearticles.com/?Business-CardsDesign-Guidelines&id=462128
Product Targets:
Technology Operations and
Concepts Students demonstrate a
sound understanding of technology
concepts, systems, and operations.
Students:
a. understand and use technology
systems.
b. select and use applications
effectively and productively.
CURRICULUM MAP
Course Title: Digital Design 2
UNIT/ORGANIZING
PRINCIPLE:
Advertisements
7
Course Number: 8209520
PACING: 11-15
hours
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
Project 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
1.
2.
3.
4.
UNIT: 4
Defining client requirements
Planning and designing an advertisement
Building an advertisement
Reviewing and redesigning an advertisement
LEARNING TARGETS
(Learning Targets)
BENCHMARKS
(Performance
Tasks)
Knowledge Target:
02.01
02.02
Reasoning Target:
09.01
Creativity and Innovation
09.02
Students demonstrate creative
thinking, construct knowledge, 09.05
and develop innovative products 15.01
15.02
using technology. Students:
a. apply existing knowledge to 15.03
generate new ideas, products, or 29.01
29.02
processes.
29..03
b.
create
original
works
as
a
Design skills
means of personal or group 29.04
• Designing for audience(s)
• Creating an original work expression.
31.01
• Balancing graphics and text Research and Information
31.02
• Sketching advertisements
Retrieval
31.03
• Creating designs that meet Students apply digital tools to
31.04
client requirements
gather, evaluate, and use
• Understanding different file
31.05
information. Students:
formats
31.06
a. plan strategies to guide
• Creating comps
31.08
inquiry.
• Designing for emphasis
32.01
b. locate, organize, analyze,
• Designing for usability
32.02
• Designing on a grid
evaluate, synthesize, and
ethically use information from 32.03
Research and
a variety of sources and
33.01
communication skills
media.
46.01
• Analyzing and evaluating
c. evaluate and select information 46.02
advertisements
sources and technological
• Planning strategies to guide
tools based on the
inquiry
appropriateness to specific
• Questioning to focus and
tasks.
clarify
• Presenting designs to a client d. process data and report results.
• Demonstrating personal
Critical Thinking and Problem
responsibility by
Solving Students use critical
8
COMMON CORE
STANDARDS/21ST
Common Core Standards
CCSS.ELA-Literacy.CCRA.SL.4
CCSS.ELA-Literacy.CCRA.SL.5
CCSS.ELA-Literacy.CCRA.SL.6
CCSS.ELA-Literacy.CCRA.W.4
CCSS.ELA-Literacy.CCRA.W.5
CCSS.ELA-Literacy.CCRA.W.6
CCSS.ELA-Literacy.CCRA.W.8
CCSS.ELA-Literacy.CCRA.R.1
CCSS.ELA-Literacy.CCRA.R.2
CCSS.ELA-Literacy.CCRA.R.3
CCSS.ELA-Literacy.CCRA.R.4
CCSS.ELA-Literacy.CCRA.R.5
CCSS.ELA-Literacy.CCRA.R.6
CCSS.ELA-Literacy.CCRA.R.7
CCSS.Math.Content.HSG-MG.A.1
CCSS.Math.Content.HSN-Q.A.3
KEY
TERMINOLOGY
project management
focus group
usability
design comps
watermark
ACTIVITIES/
RESOURCES
ASSESSMENTS
• Adobe Photoshop CS4 Extended installed on all
machines
• Adobe InDesign CS4 installed on all machines
• Adobe Acrobat 9 Professional installed on all
machines
• Digital cameras
• Scanners
• Worksheet: Analyzing advertisements
• Worksheet: Project plan
Project plan clearly and explicitly details the
estimated hours, the delivery date, and the
owner or specific tasks in each project phase:
the project definition phase, the design phase,
the building phase, the delivery phase. Project
plan identifies assets requiring copyright or fair
use permission.
• Worksheet: Client interview: Advertisement
• Photoshop guide: How to create layer comps
• Worksheet: Review and redesign of
advertisement
• Photoshop guide: How to add a watermark to
images
• InDesign guide: How to work with text frames
• InDesign guide: How to combine graphics
frames and text frames
• InDesign guide: How to place images on a page
• InDesign guide: How to work with graphics
frames
21st Century Skills
LEARNING AND INNOVATION
SKILLS
CREATIVITY AND INNOVATION
Think Creatively - Work
Creatively with Others Implement Innovations
CRITICAL THINKING AND
PROBLEM SOLVING
Reason Effectively - Use
Systems Thinking - Make
Judgments and Decisions Solve Problems
COMMUNICATION AND
The interview clearly identifies the client’s
goals, the target audience, and the intended
purpose of the advertisement. The interview
clearly identifies the content (both original and
repurposed) and information crucial to the
advertisement. The interview identifies the
client’s preferred design requirements and
documents specific examples. The interview
includes additional relevant and thorough
questions used during the course of the
conversation to get or clarify specific
information.
Teams review with client three design comps,
with clear explanations of the design principles
used. Design comps use relevant photographs
and assets to clearly convey and support the
intended advertisement message.
Interventions
Group work
The students effectively use the review and
redesign process to work with the client to gain
approval for the final advertisement idea. The
review and redesign process clearly and
Enrichment
explicitly identifies how the design comp meets
Project phases: As the class discusses project or does not meet the initial goals, whether the
advertisement requires new goals, and how the
phases, you can extend the project in the
advertisement reflects good design principles.
following ways by pointing out similar
The review and redesign process details
phases of work completed by students in
redesign changes for the advertisement and
previous projects:
identifies new design principles and
technological techniques to incorporate. In the
o Define
course of reviewing design comps, students use
design notes to assist in the review and redesign
• In Projects 2 & 3, students defined
purpose, goals, and audience when process.
creating their logos and business
Focus group questions elicit specific and
incorporating feedback
• Researching topic for
advertisement
• Interviewing clients
• Conducting a focus group
thinking skills to plan and
conduct research, manage
projects, solve problems and
make informed decisions using
appropriate digital tools and
Technical skills Photoshop resources. Students:
• Editing photographs
a. identify and define authentic
• Creating design comps
problems and significant
• Creating reusable assets
questions for investigation.
• Using opacity and fill tools
b. plan and manage activities to
• Saving as PDF
develop a solution or complete a
project.
InDesign
• Exporting to different
c. collect and analyze data to
formats
identify solutions and/or make
• Formatting text (kerning,
informed decisions.
tracking, scaling, and so on)
• Combining graphic and text d. use multiple processes and
diverse perspectives to
frames to make page layouts
explore alternative solutions.
• 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
Digital Citizenship
Students understand human,
cultural, and societal issues
related to technology and
practice legal and ethical
behavior. Students:
a. advocate and practice safe,
legal, and responsible use of
information and technology.
b. exhibit a positive attitude
toward using technology that
supports collaboration,
learning, and productivity.
Skills Targets:
Communication and
Collaboration Students use
digital media and environments
to communicate and work
collaboratively, including at a
distance, to support individual
learning and contribute to the
learning of others. Students:
a. interact, collaborate, and
publish with peers, experts or
9
COLLABORATION
Communicate Clearly Collaborate with Others
INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
INFORMATION LITERACY
Access and Evaluate Information
- Use and Manage Information
MEDIA LITERACY
Analyze Media - Create Media
Products
ICT (Information,
Communications and
Technology) LITERACY
Apply Technology Effectively
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
Adapt to Change - Be Flexible
INITIATIVE AND SELFDIRECTION
Manage Goals and Time - Work
Independently - Be Self-directed
Learners
SOCIAL AND CROSS-CULTURAL
SKILLS
Interact Effectively with Others Work Effectively in Diverse
Teams
PRODUCTIVITY AND
ACCOUNTABILITY
Manage Projects - Produce
Results
LEADERSHIP AND
RESPONSIBILITY
Guide and Lead Others - Be
Responsible to Others
cards.
• In Project 3, students completed
redesign reviews for their business
cards.
o Design
pointed feedback on the advertisement design,
layout, content, and message. Focus group is
planned, scheduled, and conducted with
multiple advertisement audiences. Focus group
findings and data are recorded, summarized, and
analyzed with specific redesign notes. Teams
review their design comp and redesign
according to focus group feedback.
• In Projects 2 & 3, students designed comps. Advertisement is created in appropriate file
o Structure
• In Projects 2 & 3, students drew sketches
for their logos and business cards.
• Focus groups: Have students research focus
groups to learn about their use and
purpose, exploring effective techniques
for leading a focus group.
• Interactive advertisements: Have students
reconsider their advertisements for the
web by exporting their InDesign
document to an XFL format and creating
an interactive version in Adobe Flash
CS4. You can use the Digital Design
curriculum to access guides on importing
files into Flash, creating digital
narratives, and incorporating
interactivity into an advertisement.
• Blue sky client scenario: Have each student
group create an exaggerated and fun
organization and product that needs to be
advertised. Have each team place their
idea in a hat, and then have teams draw
an idea to determine who will be their
client. Encourage your students to be
creative and take advantage of the
features and effects in Photoshop and
InDesign to create visual interest.
• Teacher-led client scenario: If outside
clients are not available, you can be the
client mimicking a local business such as
a restaurant. Have students design an
advertisement for the restaurant
format and size for printing in color.
Advertisement conveys a clear purpose and
message. Advertisement clearly speaks to an
intended audience. Advertisement clearly and
efficiently employs appropriate color theory,
page layout, and design principles.
others employing a variety of
digital environments and media.
b. communicate information and
ideas effectively to multiple
audiences using a variety of
media and formats.
c. contribute to project teams to
produce original works or
solve problems.
Product Targets:
Technology Operations and
Concepts Students demonstrate a
sound understanding of
technology concepts, systems
and operations. Students:
a. understand and use technology
systems.
b. select and use applications
effectively and productively.
highlighting select menu choices and
ethnic theme of the restaurant.
Suggested Resources
Project management
• A general introduction to project
management on the web:
www.managementhelp.org/plan_dec/pro
ject/project.htm.
• The basics of conducting focus groups:
www.managementhelp.org/evaluatn/focu
sgrp.htm.
• Information on running and conducting
face-to-face, online, and telephone focus
groups:
www.mnav.com/qualitative_research.ht
m.
• Ten tips for running a successful focus
group:
www.isixsigma.com/offsite.asp?A=Fr&
Url=http://www.groupsplus.com/pages/
mn091498.htm.
Advertisement layout:
• Guidelines, templates, and tutorials for
advertisement design:
http://desktoppub.about.com/od/ads/Adv
ertising_Design.htm.
• Twenty-four tips for advertisement layout
design: http://ezinearticles.com/?24Tips-On-How-To-Produce-The-BestAdvertisement-Layout&id=103893.
• Information for making web
advertisements:
www.useit.com/alertbox/20030505.html.
• An archive of print advertisements:
www.adflip.com.
• Access to over 7,000 advertisements from
10
newspapers:
http://scriptorium.lib.duke.edu/adaccess.
CURRICULUM MAP
Course Title: Digital Design 2
UNIT/ORGANIZING
PRINCIPLE: Portfolio
Creation
ESSENTIAL
QUESTIONS:
CONCEPTS /CONTENT
(Outcomes)
LEARNING TARGETS/SKILLS
(Learning Targets)
Project management skills
Create a Portfolio using
Industry Standard Software. • Planning and creating a PDF portfolio
• Organizing and managing content
• Conducting a review and redesign
• Creating flowcharts
Design skills
• Investigating and incorporating layout and
color consistently
• Designing consistent pages
• Designing for a specific audience and purpose
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 feedback
• Communicating information to particular
audiences
• Planning and conducting research strategies
• Understanding and practicing lifelong career
skills:
• Job research skills
• Presenting skills
11
Course Number: 8209520
PACING: 4-6 hours
over the entire courses
in Digital Design
UNIT: 5
How do you create a Portfolio with all of your work throughout Digital Design?
BENCHMARKS
(Performance Tasks)
Frameworks:
09.01
09.02
09.03
09.04
09.05
33.01
33.02
Adobe Requirements :
5.1 Demonstrate
knowledge of preparing
images for web, print, and
video.
COMMON CORE
STANDARDS/21ST
KEY
TERMINOLOGY
• portfolio
Common Core Standards
CCSS.ELA-Literacy.CCRA.SL.1 • flowchart
CCSS.ELA-Literacy.CCRA.SL.4
CCSS.ELA-Literacy.CCRA.SL.5
CCSS.ELA-Literacy.CCRA.SL.6
CCSS.ELA-Literacy.CCRA.L.2
CCSS.ELA-Literacy.CCRA.L.5
21st Century Skills
LEARNING AND INNOVATION
SKILLS
CREATIVITY AND
INNOVATION
Think Creatively - Work
Creatively with Others Implement Innovations
CRITICAL THINKING AND
PROBLEM SOLVING
Reason Effectively - Use
Systems Thinking - Make
Judgments and Decisions -
ACTIVITIES/
RESOURCES
Performance Daily in the Classroom
• Adobe Photoshop CS4 Extended installed on
all machines
• Adobe InDesign CS4 installed on all
machines
• Adobe Acrobat 8 Professional installed on all
machines
• Guide: How to create a flowchart
• Acrobat guide: How to create a PDF
portfolio
• Acrobat guide: How to create links
• Acrobat guide: How to create and organize
bookmarks
• Guide: Peer review
• The Adobe Acrobat 8 Curriculum Guide
lesson on creating e-portfolios using
PDFs:
www.adobe.com/go/acr8_curr.pdf.
• Examples and instructions for
visualizing information and using
flowcharts, mostly for a website
ASSESSMENTS
Personal Communication
Selected Response
Rubric
●
●
●
Tied to essential
questions
Data collected
through Scantron
Defined Testing
Window
• Soliciting and providing feedback
• Taking notes on critique
• Demonstrating the realization of redesign goals
• Creating marketing plan
Technical skills
Photoshop
• Creating a Web Photo Gallery
InDesign
• Creating a portfolio
Acrobat
• Packaging multiple documents
12
Solve Problems
COMMUNICATION AND
COLLABORATION
Communicate Clearly Collaborate with Others
INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
INFORMATION LITERACY
Access and Evaluate
Information - Use and Manage
Information
MEDIA LITERACY
Analyze Media - Create Media
Products
ICT (Information,
Communications and
Technology) LITERACY
Apply Technology Effectively
LIFE AND CAREER SKILLS
FLEXIBILITY AND
ADAPTABILITY
Adapt to Change - Be Flexible
INITIATIVE AND SELFDIRECTION
Manage Goals and Time Work Independently - Be Selfdirected Learners
SOCIAL AND CROSSCULTURAL SKILLS
Interact Effectively with
Others - Work Effectively in
Diverse Teams
PRODUCTIVITY AND
ACCOUNTABILITY
Manage Projects - Produce
Results
LEADERSHIP AND
RESPONSIBILITY
Guide and Lead Others - Be
Responsible to Others
but can be applied to a PDF:
www.jjg.net/ia/visvocab/#page.
• U.S. Department of Education, Office of
Research and Improvement, Classroom
Uses of Student
Portfolios:
www.ed.gov/pubs/OR/ConsumerGuides/cl
assuse.html.
• Teaching tips for creating student digital
portfolios:
www.glencoe.com/sec/teachingtoday/wee
klytips.phtml/134.
• Information and examples of a variety
of electronic portfolios:
http://eduscapes.com/tap/topic82.htm.
• Advantages, uses, and ways a PDF
portfolio can translate into getting a job:
www.commarts.com/CA/colfree/ellS_223.
html.
• Examples of PDF portfolios:
www.adobe.com/go/gallery_e_stroud and
frriz.com/fran/franferriz.pdf.
Print production and graphic design
careers:
• Lists of graphic design and print
production jobs with descriptions, training
requirements, and
salary information:
www.adigitaldreamer.com/articles/graphic
-design-jobs.htm.
• Lists of possible careers in graphic and
publication design:
www.oswego.edu/student/career/careersin/
arts.html.
• Department of Labor information and
statistics for jobs in graphic design and
desktop publishing:
www.bls.gov/oco/ocos090.htm.
Interventions
Enrichment
Suggested Resources
CURRICULUM MAP
Course Title: Digital Design 2
UNIT/ORGANIZING
PRINCIPLE:
Newsletter Project 7
ESSENTIAL
QUESTIONS:
CONCEPTS /CONTENT
(Outcomes)
Create a newsletter using
Industry Standard Software.
13
Course Number: 829520
PACING: Planning a newsletter(Suggested time: 50–100
minutes) Designing a newsletter(Suggested time: 200–250 minutes)
Building a newsletter shell(Suggested time: 200–250 minutes)
Building a newsletter(Suggested time: 200–250 minutes)
Presenting a newsletter (Suggested time: 50–100 minutes)
UNIT: 6
How do you create a Newsletter with all of your work throughout Digital Design?
LEARNING TARGETS/SKILLS
(Learning Targets)
Project management skills
• Organizing into print production roles
BENCHMARKS
(Performance
Tasks)
Frameworks:
02.01
COMMON CORE
STANDARDS/21ST
Common Core Standards
CCSS.ELA-Literacy.CCRA.SL.4
KEY
TERMINOLOGY
• nameplate
• masthead
ACTIVITIES/
RESOURCES
ASSESSMENTS
Performance Daily in the Personal Communication
Selected Response
Classroom
Rubric:
• 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
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
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
• 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
14
02.02
09.01
09.02
15.01
15.02
15.03
29.01
29.02
29.03
29.04
31.01
31.02
31.03
31.04
31.05
31.06
31.08
32.01
32.02
32.03
33.01
CCSS.ELA-Literacy.CCRA.SL.5
CCSS.ELA-Literacy.CCRA.SL.6
CCSS.ELA-Literacy.CCRA.L.1
CCSS.ELA-Literacy.CCRA.L.2
CCSS.ELA-Literacy.CCRA.L.3
CCSS.ELA-Literacy.CCRA.L.4
CCSS.ELA-Literacy.CCRA.W.4
CCSS.ELA-Literacy.CCRA.W.5
CCSS.ELA-Literacy.CCRA.W.6
CCSS.ELA-Literacy.CCRA.W.8
CCSS.ELA-Literacy.CCRA.R.1
CCSS.ELA-Literacy.CCRA.R.2
CCSS.ELA-Literacy.CCRA.R.3
CCSS.ELA-Literacy.CCRA.R.4
CCSS.ELA-Literacy.CCRA.R.5
CCSS.ELA-Literacy.CCRA.R.6
CCSS.ELA-Literacy.CCRA.R.7
CCSS.ELA-Literacy.CCRA.R.9
CCSS.Math.Content.HSG-MG.A.1
CCSS.Math.Content.HSN-Q.A.3
Adobe Requirements :
5.1 Demonstrate
st
knowledge of preparing 21 Century Skills
images for web, print, LEARNING AND INNOVATION
and video.
SKILLS
CREATIVITY AND INNOVATION
Think Creatively - Work
Creatively with Others Implement Innovations
CRITICAL THINKING AND
PROBLEM SOLVING
Reason Effectively - Use
Systems Thinking - Make
Judgments and Decisions Solve Problems
COMMUNICATION AND
COLLABORATION
Communicate Clearly Collaborate with Others
INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
INFORMATION LITERACY
Access and Evaluate
•
•
•
•
•
continuation lines
pull quotes
bylines
continuation lines
end signs
Adobe Photoshop CS4 Extended
installed on
all machines
• Adobe InDesign CS4 installed
on all machines
• Adobe Illustrator CS4
installed on all machines
• Adobe Acrobat 8 Professional
installed on all
machines
• Worksheet: Project plan
• Adobe Illustrator CS4
Classroom in a Book
excerpt: Getting to Know the
Work Area
• Illustrator guide: How to draw
with Illustrator
• InDesign guide: How to reuse
objects with
libraries
• InDesign guide: How to use
document
templates
• InDesign Guide: How to
transform objects
• InDesign Guide: How to
manage text flow
between frames
• InDesign Guide: How to add
page numbers
• InDesign Guide: How to
create captions
• Photoshop guide: How to use
measurement and
analysis tools
• InDesign Guide: How to
import text from
Microsoft Word
Interventions
Enrichment
Suggested Resources
Teams present two layout
design comps with clear
explanations of the design
principles used and
requests for specific
feedback from the peer
review process.
Project plan clearly and
explicitly details the
estimated hours, the
delivery date, and the
owner of specific tasks in
each project phase: the
project definition phase,
the design phase, the
building phase, the
delivery phase. Project
plan identifies assets
requiring copyright or fair
use permission. Students
track each milestone and
adjust the plan based on
any unforeseen
challenges during the
project cycle.
Newsletter theme and
articles are for a target
audience. Newsletter
consists of 3 or more
articles that are well written
and copyedited.
Content is easy to read,
properly aligned, and has
a clear hierarchy
established through the
use of titles and headers.
Content adheres to the
journalistic code of
ethics, and appropriate
copyright and fair use
guidelines are applied
when needed.
Newsletter is 3-4 pages,
and the nameplate design
clearly and consistently
supports the newsletter
theme and goals.
Newsletter titles, headers,
• Packaging a newsletter for distribution
Information - Use and Manage
Information
MEDIA LITERACY
Analyze Media - Create Media
Products
ICT (Information,
Communications and
Technology) LITERACY
Apply Technology Effectively
LIFE AND CAREER SKILLS
FLEXIBILITY AND ADAPTABILITY
Adapt to Change - Be Flexible
INITIATIVE AND SELFDIRECTION
Manage Goals and Time - Work
Independently - Be Self-directed
Learners
SOCIAL AND CROSS-CULTURAL
SKILLS
Interact Effectively with Others
- Work Effectively in Diverse
Teams
PRODUCTIVITY AND
ACCOUNTABILITY
Manage Projects - Produce
Results
LEADERSHIP AND
RESPONSIBILITY
Guide and Lead Others - Be
Responsible to Others
page numbers, captions,
Background preparation pull quotes, images, and
so on are appropriately
resources
used to support the theme
• Technical and content
and connect to the target
information
audience. Newsletter
includes 4 or more
• Key terms
• ISTE NETS*S Standards sections and 4 or more
images. Newsletter uses a
for Students
multi-column and multipage
• Adobe Certified Associate, layout to create
Visual Communication
clear sections and
objectives
readable content.
Templates and consistent
use of styles and font
create a consistent design
throughout the layout.
Presentation clearly
explains, using specific
examples, the design
decisions made
throughout the process to
implement the theme and
purpose through all
elements of the newsletter
(nameplate, layout,
graphic elements, and
content). Presentation
details how students plan
to distribute the
newsletter and describes
how the experience of
working as a team
differed because they
were assigned and
responsible for specific
roles. Presentation
reflects on what students
learned through the
process and analyzes how
they will continue to use
and enhance these skills
in the future.
●
15
Tied to essential questions
●
●
Data collected through
Scantron
Defined Testing Window
CURRICULUM MAP
Course Title: Digital Design 2
Course Number: 8209520
UNIT/ORGANIZING PRINCIPLE:
PACING: 12
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. In this project, students
form teams to develop and create a yearbook. The students create templates of several
double-page layouts and create reusable graphics and illustrations to implement thematic
and design consistency throughout the yearbook.
ESSENTIAL
QUESTIONS:
CONCEPTS /CONTENT
(Outcomes)
Project management skills
• Assigning and managing roles
16
to 16 hours
UNIT: 7
1. What planning and preparation go into a yearbook?
2. How are templates and master pages useful in creating a yearbook?
3. How is teamwork used in creating a publication?
LEARNING TARGETS
(Performance Tasks)
Knowledge Target:
BENCHMARKS
(Performance
Tasks)
02.01
COMMON CORE
STANDARDS/21ST
Common Core Standards
KEY
TERMINOLOGY
gutter
spread
ACTIVITIES/ RESOURCES
Adobe Photoshop CS4 Extended installed on
all machines
ASSESSME
NTS
• Creating and managing a production plan
• Creating a style guide
Demonstrate knowledge of importing,
exporting, organizing, and saving.
Demonstrate knowledge of producing and
reusing images.
• Planning and conducting focus groups
• Completing a review and redesign cycle
• Presenting yearbook and reflection
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
Photoshop
• Creating a contact sheet
• Creating a picture package
digital tools based on the appropriateness to
specific tasks.
Critical Thinking and Problem Solving
Students use critical thinking skills to plan and
conduct research, manage projects, solve
problems and make informed decisions using
appropriate digital tools and resources.
Students:
a. identify and define authentic problems and
significant questions for investigation.
b. plan and manage activities to develop a
solution or complete a project.
Digital Citizenship
Students understand human, cultural, and
societal issues related to technology and
practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and
responsible use of information and
technology.
b. exhibit a positive attitude toward using
technology that supports collaboration,
learning, and productivity.
c. demonstrate personal responsibility for
02.02
09.01
09.02
Design Skills
09.05
• Designing and creating double-page layout
15.01
spreads
Reasoning Target:
• Bleeding photos across pages
15.03
• Gathering or creating reusable graphics and Creativity and Innovation
29.01
Students demonstrate creative thinking,
illustrations
29.02
construct knowledge, and develop innovative
• Designing and creating reusable page
29.03
treatments
products using technology. Students:
29.04
• Designing and creating thematically linked a. apply existing knowledge to generate new
31.01
pages
ideas, products, or processes.
• Designing and creating backdrops for photo b. create original works as a means of personal 31.02
pages
31.03
or group expression.
Research and Information Retrieval
31.04
Research and communication skills
Students apply digital tools to gather, evaluate, 31.05
• Communicating to peers, instructors, and the
and use information. Students:
31.08
community
a.
plan strategies to guide inquiry.
• Researching and investigating yearbooks
32.01
• Researching and gathering information on b. locate, organize, analyze, evaluate,
32.02
synthesize, and ethically use information
school activities
32.03
from a variety of sources and media.
• Planning and selecting what information is
c. evaluate and select information sources and 33.01
important
17
• Adobe InDesign CS4 installed on all machines
CCSS.ELA-Literacy.CCRA.SL.4 signature
• Adobe Illustrator CS4 installed on all machines
flat
CCSS.ELA-Literacy.CCRA.SL.5
• Adobe Acrobat 8 Professional installed on all
title
page
CCSS.ELA-Literacy.CCRA.SL.6
machines
internal
margin
CCSS.ELA-Literacy.CCRA.L.1
• InDesign guide: How to reuse objects with
ladder
CCSS.ELA-Literacy.CCRA.L.2
libraries (from Project 7)
Cover
CCSS.ELA-Literacy.CCRA.L.3 Theme
• InDesign guide: How to use document
CCSS.ELA-Literacy.CCRA.L.4 Double-page spreadstemplates (from Project 7)
• Guide: Project plan
CCSS.ELA-Literacy.CCRA.W.4 Ads
• Guide: Peer review (from Project 5)
CCSS.ELA-Literacy.CCRA.W.5 Index
• Illustrator guide: How to use the symbol
CCSS.ELA-Literacy.CCRA.W.6 Eyeline
sprayer
CCSS.ELA-Literacy.CCRA.W.8 Body copy
• InDesign guide: How to fill text with an image
CCSS.ELA-Literacy.CCRA.R.1 Headlines
• InDesign guide: How to use master pages
• InDesign guide: How to use object styles
CCSS.ELA-Literacy.CCRA.R.2 Captions
Photos
(dominant,
• InDesign guide: How to use books
CCSS.ELA-Literacy.CCRA.R.3
supporting, bleed, Interventions
CCSS.ELA-Literacy.CCRA.R.4
etc.)
Group Work
CCSS.ELA-Literacy.CCRA.R.5 Graphics and
CCSS.ELA-Literacy.CCRA.R.6
illustrations
CCSS.ELA-Literacy.CCRA.R.7 Page numbering Enrichment
CCSS.ELA-Literacy.CCRA.R.9
You can extend the project in the following
CCSS.Math.Content.HSG-MG.A.1
ways:
CCSS.Math.Content.HSN-Q.A.3
st
21 Century Skills
LEARNING AND INNOVATION
SKILLS
CREATIVITY AND INNOVATION
Think Creatively - Work
Creatively with Others Implement Innovations
CRITICAL THINKING AND
PROBLEM SOLVING
Reason Effectively - Use
Systems Thinking - Make
Judgments and Decisions Solve Problems
COMMUNICATION AND
COLLABORATION
Communicate Clearly Collaborate with Others
INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
INFORMATION LITERACY
• Marketing and sales plan: To help students
continue to learn about yearbook production,
have
them take the next steps: planning how to sell
advertisements and how to market and sell the
yearbook.
• Yearbook business: Have students investigate
the business of making yearbooks to
understand the
roles and opportunities available in this field.
You might have them research and create a
report
on the structure of the business and the types of
opportunities that exist for individuals.
• Real world experience: Ask your school’s
yearbook coordinator to speak to the class
about the
production and costs of producing a full-length
yearbook. Ask the yearbook coordinator to be
a
part of the review and redesign cycle of the
mini-yearbooks.
Suggested Resources
lifelong learning.
Skills Targets:
Communication and Collaboration
Students use digital media and environments to
communicate and work collaboratively,
including at a distance, to support individual
learning and contribute to the learning of
others. Students communicate information
and ideas effectively to multiple audiences
using a variety of media and formats.
Product Targets:
Technology Operations and Concepts
Students demonstrate a sound understanding of
technology concepts, systems and operations.
Students:
a. understand and use technology systems.
b. select and use applications effectively and
productively.
c. create a mini-yearbook
18
Access and Evaluate
Information - Use and Manage
Information
MEDIA LITERACY
Analyze Media - Create Media
Products
ICT (Information,
Communications and
Technology) LITERACY
Apply Technology Effectively
LIFE AND CAREER SKILLS
FLEXIBILITY AND
ADAPTABILITY
Adapt to Change - Be Flexible
INITIATIVE AND SELFDIRECTION
Manage Goals and Time - Work
Independently - Be Selfdirected Learners
SOCIAL AND CROSSCULTURAL SKILLS
Interact Effectively with Others
- Work Effectively in Diverse
Teams
PRODUCTIVITY AND
ACCOUNTABILITY
Manage Projects - Produce
Results
LEADERSHIP AND
RESPONSIBILITY
Guide and Lead Others - Be
Responsible to Others
• Articles and tutorials for planning a yearbook:
www.walsworthyearbooks.net/ContentMgr.nsf/0
/7CD03F39D1C576FE86256EF4005A5ECE?
op
endocument.
• Suggestions and examples for creating a
ladder, a yearbook term for documenting the
yearbook’s content page by page:
www.yearbooks.biz/?event=FAQ.Detail&faq
=159.
• Example of how a theme was used throughout
a yearbook:
www.yearbooks.biz/?event=FAQ.Detail&faq=1
61.
• Examples and design ideas for yearbooks
based on categories:
www.yearbooks.biz/?event=Showcase.Main.
• A yearbook showcase gallery:
www.walsworthyearbooks.net/ContentMgr.nsf/0
/766A61E1D34FEFC086256EF4005FC11A?
op
endocument.
• Yearbook design tips for layout and
photographs:
www.expressly-yours.net/tips/tips.htm.
• Instructions for creating a contact sheet in
Photoshop:
www.adobe.com/go/ps_CS4_contact_sheet.
• Instructions for creating a picture package in
Photoshop:
www.adobe.com/go/ps_CS4_picture_package.