GRAPHIC​ ​DESIGN

CURRICULUM​ ​OVERVIEW

Prepared​ ​by:
Adrianne​ ​Nix

Leyden​ ​High​ ​Schools

August​ ​2016

1
GRAPHIC​ ​DESIGN​ ​OVERVIEW
I. Introduction​ ​to​ ​Graphic​ ​Design,​ ​3​ ​days
Students​ ​are​ ​introduced​ ​to​ ​the​ ​class​ ​and​ ​its’​ ​classroom​ ​procedures.​ ​ ​They​ ​view​ ​a​ ​variety​ ​of
graphic​ ​design​ ​based​ ​career​ ​choices,​ ​view​ ​some​ ​samples​ ​of​ ​professional​ ​work,​ ​and​ ​samples
of​ ​student​ ​work​ ​from​ ​the​ ​class​ ​assignments.

II. Beginning​ ​Photoshop,​ ​3​ ​days

Students​ ​begin​ ​to​ ​explore​ ​the​ ​Photoshop​ ​interface.​ ​ ​They​ ​will​ ​investigate​ ​many​ ​of​ ​the​ ​tools,
palettes,​ ​menu​ ​selections,​ ​and​ ​techniques​ ​we​ ​will​ ​be​ ​using​ ​in​ ​class.

III. Using​ ​the​ ​selection​ ​tools/STATUE​ ​MANIPULATION,​ ​2​ ​days

Students​ ​will​ ​investigate​ ​the​ ​various​ ​selection​ ​tools​ ​that​ ​Photoshop​ ​offers​ ​as​ ​well​ ​as​ ​explore
methods​ ​in​ ​which​ ​to​ ​adjust,​ ​or​ ​modify,​ ​selections.​ ​ ​In​ ​the​ ​Statue​ ​Manipulation​ ​project,​ ​all
students​ ​will​ ​use​ ​the​ ​same​ ​image​ ​statue​ ​image​ ​provided​ ​them​ ​and​ ​use​ ​the​ ​tools​ ​and​ ​image
adjustments​ ​they​ ​have​ ​learned​ ​to​ ​create​ ​a​ ​graphic​ ​composition.

IV. Beginning​ ​Layers/REPLACE​ ​OBJECT,​ ​3​ ​days

Students​ ​will​ ​learn​ ​how​ ​to​ ​use​ ​layers​ ​to​ ​combine​ ​images​ ​from​ ​different​ ​sources​ ​together​ ​in
Photoshop.​ ​ ​In​ ​the​ ​Replace​ ​Object​ ​project,​ ​students​ ​must​ ​replace​ ​something​ ​in​ ​a​ ​photograph
with​ ​something​ ​else​ ​from​ ​a​ ​different​ ​photograph.​ ​ ​Completion​ ​of​ ​the​ ​project​ ​includes
adjusting​ ​colors/contrast​ ​in​ ​layers,​ ​cloning​ ​areas​ ​of​ ​the​ ​photo​ ​for​ ​removal​ ​and​ ​adding​ ​a​ ​filter
to​ ​the​ ​final​ ​product.

V. Continued​ ​Layers/FRANKENSTEIN’S​ ​MONSTER,​ ​5​ ​days

Students​ ​further​ ​investigate​ ​layers​ ​including​ ​their​ ​ordering​ ​in​ ​the​ ​layers​ ​palette​ ​and​ ​how​ ​to
modify​ ​a​ ​layer.​ ​ ​In​ ​the​ ​Frankenstein’s​ ​Monster​ ​project,​ ​students​ ​must​ ​create​ ​a​ ​body​ ​out​ ​of​ ​a
various​ ​body​ ​parts.​ ​ ​Students​ ​also​ ​find​ ​an​ ​appropriate​ ​background​ ​for​ ​the​ ​monster​ ​and
create​ ​a​ ​correctly​ ​shaped​ ​shadow.

VI. Advanced​ ​Layers/IN​ ​MY​ ​ROOM,​ ​5​ ​days

Students​ ​begin​ ​to​ ​see​ ​how​ ​composite​ ​images​ ​are​ ​created​ ​by​ ​creating​ ​a​ ​faux​ ​room​ ​with​ ​a
floor,​ ​walls,​ ​window,​ ​(etc.)​ ​step​ ​by​ ​step​ ​with​ ​the​ ​teacher​ ​as​ ​a​ ​class.​ ​ ​Students​ ​experiment
with​ ​layers​ ​styles​ ​and​ ​masks​ ​to​ ​create​ ​believable​ ​shadows​ ​and​ ​lighting​ ​effects.

VII. Digital​ ​Composition/SELF​ ​PORTRAIT​ ​SCRAPBOOK,​ ​5​ ​days

Students​ ​further​ ​explore​ ​layer​ ​styles​ ​(drop​ ​shadows,​ ​outer​ ​glow,​ ​stroke,​ ​etc.)​ ​and​ ​layer
modes​ ​(multiply,​ ​soft​ ​light)​ ​to​ ​create​ ​a​ ​digital​ ​self​ ​portrait​ ​or​ ​scrapbook​ ​using​ ​various​ ​images
and​ ​text.​ ​ ​An​ ​emphasis​ ​is​ ​put​ ​on​ ​combining​ ​and​ ​adjusting​ ​images​ ​from​ ​different​ ​sources
when​ ​collaged​ ​together​ ​to​ ​create​ ​a​ ​balanced​ ​composition.​ ​ ​If​ ​doing​ ​a​ ​digital​ ​scrapbook,
students​ ​are​ ​encouraged​ ​to​ ​utilize​ ​their​ ​own​ ​images.

VIII. Text​ ​Effects/TYPOGRAPY,​ ​4​ ​days

After​ ​a​ ​presentation/discussion​ ​about​ ​the​ ​power​ ​and​ ​importance​ ​of​ ​type​ ​styles​ ​and​ ​font
choice,​ ​students​ ​create​ ​a​ ​magazine​ ​style​ ​advertisement​ ​for​ ​a​ ​product​ ​or​ ​service.

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IX. Text​ ​Importance/LAYOUT​ ​DESIGN,​ ​5​ ​days
Students​ ​create​ ​an​ ​artistic​ ​poster​ ​design​ ​for​ ​an​ ​upcoming​ ​event.​ ​ ​The​ ​difference​ ​between​ ​a
flyer​ ​and​ ​a​ ​poster​ ​is​ ​discussed​ ​as​ ​well​ ​as​ ​the​ ​ordering​ ​and​ ​sizing​ ​of​ ​information​ ​for​ ​maximum
effectiveness.

X. Image​ ​Montage​ ​with​ ​Text/ANIMAL​ ​ADVERTISEMENT,​ ​4​ ​days

Students​ ​must​ ​combine​ ​the​ ​techniques​ ​they​ ​have​ ​learned​ ​to​ ​create​ ​an​ ​advertisement​ ​using
an​ ​animal​ ​to​ ​sell​ ​a​ ​product.

XI. Extra​ ​Projects/Review​ ​Images/BOOK​ ​or​ ​CD​ ​COVER,​ ​2​ ​days

Students​ ​recreate​ ​a​ ​book​ ​cover​ ​or​ ​CD​ ​cover.

XII. Photoshop​ ​Quiz/Mid-Semester​ ​Assessment

XIII. Introduction​ ​to​ ​Illustrator,​ ​3​ ​days

Students​ ​begin​ ​to​ ​learn​ ​the​ ​vector​ ​program​ ​Illustrator​ ​by​ ​building​ ​simple​ ​images​ ​using
shapes​ ​and​ ​colors.

XIV. Drawing​ ​with​ ​Shapes/SOUTH​ ​PARK​ ​YOU,​ ​3​ ​days

Using​ ​shapes​ ​and​ ​colors,​ ​students​ ​create​ ​a​ ​cartoon​ ​character​ ​with​ ​a​ ​little​ ​personality​ ​in​ ​a
South​ ​Park​ ​style.​ ​ ​Students​ ​experiment​ ​with​ ​drawing​ ​and​ ​modifying​ ​shapes,​ ​the​ ​Pathfinder
Palette,​ ​and​ ​using​ ​swatches​ ​for​ ​color.​ ​ ​ ​Students​ ​will​ ​also​ ​learn​ ​how​ ​to​ ​move​ ​objects​ ​within
the​ ​workspace​ ​using​ ​the​ ​Object​ ​menu.

XV. Drawing​ ​with​ ​the​ ​Pen​ ​Tool,​ ​Using​ ​Gradients/FARM​ ​ANIMAL,​ ​4​ ​days
Students​ ​create​ ​a​ ​vector​ ​of​ ​a​ ​farm​ ​animal​ ​along​ ​with​ ​an​ ​entire​ ​landscape​ ​composition​ ​in​ ​a
particular​ ​cartoon-like​ ​style.

XVI. Advanced​ ​Pen​ ​Tool/VECTOR​ ​PORTRAIT​ ​OR​ ​IMAGE,​ ​4​ ​days

Students​ ​create​ ​their​ ​own​ ​vector​ ​portait​ ​or​ ​image​ ​using​ ​the​ ​pen​ ​tool,​ ​drawing​ ​tools,​ ​gradient
and​ ​mesh​ ​tools.​ ​ ​Students​ ​are​ ​encourage​ ​to​ ​find​ ​simplistic​ ​images​ ​to​ ​recreate​ ​as​ ​a​ ​project
that​ ​is​ ​too​ ​complicated​ ​may​ ​be​ ​too​ ​time​ ​consuming.

XVII. Text​ ​&​ ​Imagery​ ​in​ ​Illustrator/LOGOS,​ ​6​ ​days

After​ ​learning​ ​about​ ​the​ ​powerful​ ​world​ ​of​ ​logo​ ​and​ ​logo​ ​creation,​ ​students​ ​create​ ​a​ ​series​ ​of
logos​ ​for​ ​an​ ​imaginary​ ​company​ ​using​ ​a​ ​set​ ​of​ ​specific​ ​design​ ​‘specs’.​ ​ ​They​ ​will​ ​learn​ ​how​ ​to
modify​ ​and​ ​change​ ​Illustrator​ ​symbols​ ​as​ ​well​ ​as​ ​modify​ ​individual​ ​pieces​ ​of​ ​text​ ​by​ ​creating
outlines​ ​from​ ​the​ ​type.​ ​ ​Throughout​ ​the​ ​unit,​ ​students​ ​will​ ​complete​ ​various​ ​single​ ​day
projects​ ​allowing​ ​them​ ​time​ ​to​ ​practice​ ​and​ ​experiment​ ​with​ ​following​ ​design​ ​specs​ ​to​ ​create
a​ ​logo.

XVIII. Illustrator​ ​Quiz

XIX. Final​ ​Review,​ ​3​ ​days

Review​ ​for​ ​the​ ​final​ ​exam.

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Graphic​ ​Design

Introduction​ ​to​ ​Graphic​ ​Design (3​ ​days)

Students​ ​are​ ​introduced​ ​to​ ​class​ ​and​ ​its’​ ​classroom​ ​procedures.​ ​ ​They​ ​will​ ​look​ ​at​ ​the​ ​variety​ ​of​ ​graphic
design​ ​based​ ​career​ ​choices​ ​and​ ​view​ ​some​ ​samples​ ​of​ ​professional​ ​work.

Concepts:
● Classroom​ ​expectations
● What​ ​will​ ​we​ ​be​ ​doing​ ​in​ ​class?
● What​ ​is​ ​Graphic​ ​Design?​ ​/​ ​What​ ​does​ ​a​ ​graphic​ ​designer​ ​do?

Procedure:
Day​ ​1
● Review​ ​classroom​ ​expectations​ ​and​ ​procedures.​ ​ ​Review​ ​technology​ ​policy​ ​and​ ​appropriate
internet​ ​use.
Day​ ​2
● Discuss​ ​with​ ​students​ ​the​ ​various​ ​careers​ ​to​ ​be​ ​had​ ​in​ ​graphic​ ​design​ ​and​ ​the​ ​multitude​ ​of​ ​work
a​ ​graphic​ ​designer​ ​does.
Day​ ​3
● Review​ ​examples​ ​of​ ​class​ ​projects​ ​and​ ​lessons.
● Search​ ​for​ ​high​ ​resolution,​ ​royalty​ ​free​ ​images​ ​online​ ​and​ ​save​ ​graphic​ ​images​ ​that​ ​inspire​ ​them.

4
Graphic​ ​Design

Beginning​ ​Photoshop (3​ ​days)

Students​ ​begin​ ​to​ ​explore​ ​the​ ​Photoshop​ ​interface.​ ​ ​They​ ​will​ ​investigate​ ​many​ ​of​ ​the​ ​tools,​ ​palettes,
menu​ ​selections,​ ​and​ ​techniques​ ​we​ ​will​ ​be​ ​using​ ​in​ ​class.

Concepts:
● Photoshop​ ​Interface
● Toolbox
● Selection​ ​Tools
● Menu
● Palettes
● Image​ ​Sizes​ ​(Searching​ ​for​ ​LARGE,​ ​royalty​ ​free​ ​images​ ​online​ ​to​ ​use)
● Filters

Procedure:
Day​ ​1
● Go​ ​over​ ​Photoshop​ ​tools​ ​and​ ​functions.​ ​ ​Give​ ​students​ ​time​ ​to​ ​play.
Day​ ​2
● Continue​ ​going​ ​over​ ​Photoshop​ ​tools.​ ​ ​Investigate​ ​palettes​ ​and​ ​look​ ​at​ ​image​ ​sizing​ ​and
resolution.
Day​ ​3
● Investigate​ ​Photoshop​ ​Filter​ ​Gallery​ ​and​ ​filter​ ​options.​ ​ ​Using​ ​the​ ​geometric​ ​marquee​ ​tool,
students​ ​select​ ​4​ ​parts​ ​of​ ​a​ ​photograph​ ​and​ ​apply​ ​different​ ​yet​ ​complementary​ ​filters​ ​to​ ​it.

Assessments:
● Rubric​ ​for​ ​‘Filters​ ​and​ ​Selections’​ ​Image

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Graphic​ ​Design

Using​ ​the​ ​selection​ ​tools/SELECTIVE​ ​EMPHASIS (2​ ​days)

Students​ ​will​ ​investigate​ ​the​ ​various​ ​selection​ ​tools​ ​that​ ​Photoshop​ ​offers​ ​as​ ​well​ ​as​ ​explore​ ​methods​ ​in
which​ ​to​ ​adjust,​ ​or​ ​modify,​ ​selections.​ ​ ​They​ ​will​ ​search​ ​for​ ​a​ ​photograph​ ​online​ ​with​ ​a​ ​singular
emphasis,​ ​select​ ​that​ ​item​ ​and​ ​use​ ​the​ ​tools​ ​and​ ​image​ ​adjustments​ ​they​ ​have​ ​learned​ ​to​ ​create​ ​a
graphic​ ​composition.

Concepts:
● Selection​ ​tools:​ ​Magic​ ​Wand,​ ​Quick​ ​Selection,​ ​Marquee​ ​and​ ​Lasso​ ​tools
● Move​ ​tool
● Keyboard​ ​Shortcuts:​ ​Alt​ ​to​ ​subtract​ ​from​ ​a​ ​selection,​ ​Shift​ ​to​ ​add
● Keyboard​ ​Shortcuts:​ ​Ctrl​ ​+​ ​and​ ​-​ ​to​ ​zoom​ ​in​ ​and​ ​out,​ ​Spacebar​ ​to​ ​temp​ ​change​ ​tool​ ​to​ ​handtool
● Refine​ ​Selection​ ​button
● Flipping​ ​a​ ​selection
● Transformation​ ​Controls
● Saving​ ​a​ ​selection​ ​in​ ​the​ ​Channels​ ​Palette

Procedure:
Day​ ​1
● Search​ ​on​ ​the​ ​internet​ ​for​ ​a​ ​high​ ​resolution​ ​image​ ​with​ ​a​ ​central​ ​focus/emphasis,​ ​save​ ​and​ ​open
that​ ​image​ ​in​ ​Photoshop.
● Try​ ​out​ ​the​ ​various​ ​selections​ ​tools​ ​along​ ​with​ ​the​ ​teacher​ ​with​ ​special​ ​emphasis​ ​on​ ​the​ ​Quick
Selection​ ​and​ ​Magic​ ​Wand.
● Use​ ​Shift​ ​and​ ​Alt​ ​to​ ​add​ ​and​ ​subtract​ ​from​ ​their​ ​selection​ ​and​ ​the​ ​Refine​ ​Selection​ ​button​ ​to
perfect​ ​the​ ​item​ ​they​ ​are​ ​selecting.
● Save​ ​the​ ​selection​ ​as​ ​a​ ​channel​ ​(SELECT>SAVE​ ​SELECTION)
● Learn​ ​how​ ​to​ ​invert​ ​a​ ​selection​ ​in​ ​the​ ​Select​ ​Menu​ ​and​ ​modify​ ​the​ ​perspective​ ​of​ ​a​ ​selected​ ​item
with​ ​the​ ​transformation​ ​controls.​ ​(SELECT>INVERSE)
● Move​ ​a​ ​selection.
Day​ ​2
● Use​ ​the​ ​image​ ​from​ ​yesterday​ ​to​ ​create​ ​a​ ​graphic​ ​composition​ ​with​ ​selective​ ​emphasis.
Students​ ​can​ ​use​ ​any​ ​of​ ​the​ ​tools,​ ​filters,​ ​menu​ ​items,​ ​palettes​ ​they​ ​have​ ​been​ ​taught​ ​but​ ​must
stay​ ​within​ ​the​ ​original​ ​photograph​ ​and​ ​try​ ​to​ ​emphasize​ ​the​ ​item​ ​with​ ​their​ ​changes.

Assessment:
● Selective​ ​Emphasis​ ​Rubric

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Layers/CREATIVE​ ​UTENSILS (2​ ​days)
Students​ ​will​ ​learn​ ​how​ ​to​ ​use​ ​layers​ ​to​ ​combine​ ​images​ ​from​ ​different​ ​sources​ ​together​ ​in​ ​Photoshop.
In​ ​the​ ​Creative​ ​Utensils​ ​project,​ ​students​ ​must​ ​replace​ ​something​ ​in​ ​a​ ​photograph​ ​with​ ​something​ ​else
from​ ​a​ ​different​ ​photograph.

​ ​Concepts:
● Selection​ ​Tools
● Layers
● Move​ ​tool
● Clone​ ​Stamp/Healing​ ​Brush
● Image​ ​Adjustments
● Filters

Procedure:
Day​ ​1
● Practice​ ​selecting​ ​items​ ​in​ ​a​ ​photograph​ ​and​ ​moving​ ​that​ ​item​ ​to​ ​another​ ​photograph​ ​by​ ​using
the​ ​move​ ​tool.​ ​ ​Search​ ​for​ ​an​ ​image​ ​online​ ​in​ ​which​ ​an​ ​item​ ​in​ ​the​ ​photograph​ ​can​ ​be​ ​removed
and​ ​replaced​ ​with​ ​something​ ​else.​ ​ ​Using​ ​the​ ​clone​ ​stamp​ ​or​ ​healing​ ​brush,​ ​‘remove’​ ​the​ ​object
you​ ​are​ ​replacing.
Day​ ​2
● Insert​ ​the​ ​new​ ​item​ ​into​ ​the​ ​photograph​ ​and​ ​use​ ​the​ ​eraser​ ​tool​ ​and​ ​image​ ​adjustment​ ​menu​ ​to
make​ ​it​ ​appear​ ​as​ ​if​ ​the​ ​new​ ​item​ ​belonged​ ​in​ ​the​ ​photograph.​ ​ ​Flatten​ ​and​ ​include​ ​a​ ​filter​ ​to
unify​ ​the​ ​piece.

Assessment:
● Creative​ ​Utensil​ ​Rubric

7
Graphic​ ​Design

Continued​ ​Layers/FRANKENSTEIN’S​ ​MONSTER​ ​ ​ ​(6​ ​days)

Students​ ​further​ ​investigate​ ​layers​ ​including​ ​their​ ​ordering​ ​in​ ​the​ ​layers​ ​palette​ ​and​ ​how​ ​to​ ​modify​ ​a
layer.​ ​ ​In​ ​the​ ​Frankenstein’s​ ​Monster​ ​project,​ ​students​ ​must​ ​create​ ​a​ ​body​ ​out​ ​of​ ​a​ ​various​ ​body​ ​parts.
Students​ ​also​ ​find​ ​an​ ​appropriate​ ​background​ ​for​ ​the​ ​monster​ ​and​ ​create​ ​a​ ​correctly​ ​shaped​ ​shadow.

Concepts:
● Multiple​ ​layers
● Layer​ ​ordering,​ ​opacity,​ ​and​ ​merging/combining​ ​of​ ​layers
● Layer​ ​styles

Procedure:
Day​ ​1
● View​ ​past​ ​student​ ​examples.​ ​ ​Gather​ ​body​ ​parts​ ​for​ ​Frankenstein.
Day​ ​2-4
● Select​ ​and​ ​combine​ ​images.​ ​ ​Students​ ​must​ ​combine​ ​at​ ​least​ ​10​ ​different​ ​body​ ​parts.
Day​ ​5​ ​&​ ​6
● Find​ ​and​ ​include​ ​an​ ​appropriate​ ​background​ ​in​ ​terms​ ​of​ ​perspective​ ​and​ ​size.
● Create​ ​a​ ​shadow​ ​using​ ​layer​ ​styles.​ ​ ​Separate​ ​the​ ​shadow​ ​style​ ​from​ ​the​ ​layer​ ​and​ ​transform​ ​the
shadow​ ​(EDIT>TRANSFORM>SKEW)​ ​to​ ​appropriately​ ​fit​ ​the​ ​background.
● Flatten​ ​and​ ​add​ ​a​ ​filter.

Assessment:
● Frankenstein’s​ ​Monster​ ​Rubric

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Graphic​ ​Design

Layers​ ​(Animal​ ​Advertisement ) (5​ ​days)

Students​ ​begin​ ​to​ ​experiment​ ​more​ ​with​ ​layers​ ​when​ ​composting​ ​multiple​ ​images​ ​and​ ​will​ ​learn​ ​how​ ​to
look​ ​at​ ​and​ ​create​ ​appropriate​ ​and​ ​believable​ ​shadows.​ ​ ​Students​ ​will​ ​create​ ​an​ ​animal​ ​advertisement
utilizing​ ​multiple​ ​images,​ ​emphasized​ ​text,​ ​and​ ​a​ ​product​ ​logo.

Concepts/​ ​Artists:
● Advertisements
● Bob​ ​Elsdale:​ ​An​ ​artist​ ​who​ ​uses​ ​animals​ ​in​ ​his​ ​surreal​ ​Photoshop​ ​work
● Creating​ ​(appropriate)​ ​shadows

Critical​ ​Thinking:
● Bob​ ​Elsdale:​ ​Amazing​ ​Animals​.​ ​ ​Photoshop​ ​Creative​ ​Issue​ ​#23

Procedure:
Day​ ​1
● View​ ​examples​ ​of​ ​animal​ ​advertisements​ ​in​ ​commercial​ ​design.​ ​ ​View​ ​past​ ​student​ ​examples.
Brainstorm​ ​ideas​ ​for​ ​project.
Day​ ​2
● Class​ ​demonstration:​ ​How​ ​to​ ​add​ ​shadows.
Day​ ​3​ ​&​ ​4
● Work​ ​days
Day​ ​5
● Adding​ ​text​ ​for​ ​emphasis.

Assessment:
● Animal​ ​Advertisement​ ​rubric

9
Graphic​ ​Design

Self​ ​Portrait/Digital​ ​Scrapbook (7​ ​days)

Students​ ​are​ ​taught​ ​layer​ ​styles​ ​(drop​ ​shadows,​ ​outer​ ​glow)​ ​and​ ​layer​ ​modes​ ​(multiply,​ ​soft​ ​light)​ ​to
create​ ​a​ ​digital​ ​self​ ​portrait​ ​or​ ​scrapbook​ ​using​ ​various​ ​images​ ​and​ ​text.​ ​ ​An​ ​emphasis​ ​is​ ​put​ ​on
composting​ ​images​ ​from​ ​different​ ​sources​ ​and​ ​creating​ ​a​ ​comprehensive​ ​and​ ​unified​ ​composition.​ ​ ​If
doing​ ​a​ ​digital​ ​scrapbook,​ ​the​ ​students​ ​must​ ​have​ ​personal​ ​images​ ​to​ ​utilize.

Concepts
● Candy​ ​Jernagen:​ ​Collage/Mixed​ ​Media​ ​artist
● Digital​ ​Scrapbook:​ ​Montage​ ​of​ ​images​ ​and​ ​objects​ ​to​ ​create​ ​a​ ​3​ ​dimensional​ ​looking​ ​image
● Self​ ​Portrait:​ ​Representative​ ​image​ ​based​ ​on​ ​self
● Layer​ ​modes:​ ​Blends​ ​layers
● Layer​ ​styles:​ ​Adds​ ​effects​ ​to​ ​layers

Critical​ ​Thinking:
● Self​ ​Portrait​ ​Brainstorm​ ​sheet

Procedure:
Day​ ​1
● View​ ​past​ ​student​ ​examples​ ​of​ ​digital​ ​self​ ​portraits.​ ​ ​Brainstorm​ ​self​ ​portrait​ ​themes,​ ​ideas,
concepts,​ ​direction,​ ​etc.
Day​ ​2
● Web​ ​search​ ​day,​ ​gather​ ​images​ ​for​ ​project.
Day​ ​3
● Work​ ​day.​ ​ ​Demonstrate​ ​adjusting​ ​colors​ ​to​ ​montage​ ​images​ ​more​ ​realistically.
Day​ ​4
● Work​ ​day.​ ​ ​Demonstration​ ​on​ ​using​ ​layer​ ​modes​ ​to​ ​blend​ ​images​ ​on​ ​and​ ​using​ ​layer​ ​styles​ ​to
add​ ​effects.
Days​ ​5-7
● Work​ ​days.

Assessment:
● Self​ ​portrait​ ​self​ ​evaluation
● Self​ ​portrait​ ​rubric

10
Graphic​ ​Design

Allegory ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​_ (9​ ​days)

Students​ ​create​ ​a​ ​digital​ ​allegory,​ ​a​ ​representative​ ​image​ ​based​ ​upon​ ​the​ ​music​ ​lyrics,​ ​poem​ ​stanzas,
book​ ​passage​ ​or​ ​concept/idea​ ​of​ ​their​ ​choice.

Concepts:
● Allegory:​ ​Representative​ ​image,​ ​text,​ ​idea,​ ​etc.
● Formatting:​ ​Fitting​ ​an​ ​image/picture​ ​within​ ​a​ ​space

Critical​ ​Thinking:
● Allegory​ ​Brainstorm​ ​Sheet

Procedure:
Day​ ​1
● View​ ​past​ ​student​ ​examples​ ​of​ ​Allegory​ ​project.​ ​ ​Brainstorm​ ​Allegory​ ​concept,​ ​idea,​ ​direction,
etc.
Day​ ​2-3
● Search​ ​for​ ​text​ ​(song​ ​lyrics,​ ​book​ ​passage,​ ​quote)​ ​to​ ​‘illustrate’​ ​with​ ​pictures.​ ​ ​Gather​ ​images​ ​for
project.
Day​ ​4-6
● Combine​ ​images​ ​using​ ​layer​ ​modes​ ​and​ ​color​ ​adjustments.​ ​ ​Focus​ ​is​ ​on​ ​formatting​ ​images​ ​so
that​ ​pictures​ ​don’t​ ​have​ ​hard​ ​edges​ ​and​ ​images​ ​are​ ​not​ ​floating​ ​in​ ​space.
Day​ ​7-9
● Adding​ ​text.​ ​ ​Discuss​ ​separating​ ​text​ ​to​ ​move​ ​the​ ​viewer’s​ ​eye​ ​throughout​ ​the​ ​piece​ ​and​ ​using
layer​ ​modes/styles​ ​on​ ​the​ ​text​ ​to​ ​blend​ ​it​ ​in​ ​and​ ​unify​ ​the​ ​entire​ ​project.

Assessment:
● Allegory​ ​Self​ ​Evaluation
● Allegory​ ​Rubric

11
Graphic​ ​Design

Playing​ ​Cards ​ ​ ​ ​ ​ ​ ​ ​ ​_ (2​ ​days)

By​ ​investigating​ ​theme,​ ​students​ ​use​ ​multiple​ ​images​ ​to​ ​create​ ​a​ ​deck​ ​of​ ​playing​ ​cards.​ ​ ​(They​ ​create​ ​4
cards​ ​that​ ​would​ ​be​ ​representative​ ​of​ ​the​ ​deck.)

Concepts:
● Theme
● Pattern​ ​Fill

Procedure:
Day​ ​1-3
● Using​ ​playing​ ​card​ ​template,​ ​students​ ​will​ ​create​ ​a​ ​‘themed’​ ​deck​ ​of​ ​playing​ ​cards.

Assessment:
● Rubric

12
Graphic​ ​Design

Book​ ​Cover/CD​ ​Cover ​ ​ ​ ​ ​ ​ ​ ​ ​_ (3​ ​days)

Students​ ​recreate​ ​the​ ​book​ ​cover​ ​or​ ​CD​ ​cover​ ​of​ ​their​ ​choice.

Concepts:
● Appropriate​ ​layout​ ​of​ ​text

Procedure:
Day​ ​1-3
● Gather​ ​pictures,​ ​assemble​ ​image,​ ​add​ ​text

Assessment:
● Option​ ​Project​ ​Rubric

13
Graphic​ ​Design

Photoshop​ ​Quiz/Mid-Semester​ ​Assessment​ ​ ​ ​ ​_ (2​ ​days)

Review​ ​and​ ​quiz​ ​on​ ​the​ ​basic​ ​functions​ ​of​ ​Photoshop.

Procedure:
Day​ ​1
● Review​ ​important​ ​Photoshop​ ​techniques,​ ​processes,​ ​etc.
Day​ ​2
● Quiz

Assessment:
● Mid-Semester​ ​Photoshop​ ​assessment

14
Graphic​ ​Design

Introduction​ ​to​ ​Illustrator ​ ​ ​ ​ ​ ​ ​ ​ ​_ ​ ​ ​ ​(1​ ​day)

Students​ ​begin​ ​to​ ​learn​ ​the​ ​vector​ ​program​ ​Illustrator.

Concepts:
● Vectors​ ​vs.​ ​Rasters
● Shape​ ​Tool
● Fill​ ​and​ ​Stroke
● Warp​ ​Tool

Procedure:
Day​ ​1
● Students​ ​are​ ​introduced​ ​to​ ​Illustrator.​ ​ ​They​ ​are​ ​shown​ ​a​ ​few​ ​tools​ ​and​ ​then​ ​allowed​ ​an
opportunity​ ​to​ ​play​ ​with​ ​some​ ​of​ ​the​ ​tools​ ​in​ ​order​ ​to​ ​investigate​ ​and​ ​list​ ​the​ ​differences​ ​and
similarities​ ​between​ ​the​ ​2​ ​programs.
Day​ ​2
● A​ ​more​ ​formal​ ​overview​ ​of​ ​the​ ​tools​ ​is​ ​given.​ ​ ​Students​ ​make​ ​a​ ​cheeseburger​ ​using​ ​shapes​ ​and
colors.

Assessment:
● Cheeseburger​ ​check-in

15
Graphic​ ​Design

Make​ ​A​ ​Cartoon​ ​Character ​ ​ ​ ​ ​ ​ ​ ​ ​_ (7​ ​days)

Using​ ​shapes​ ​and​ ​colors,​ ​students​ ​create​ ​a​ ​cartoon​ ​character​ ​with​ ​a​ ​little​ ​personality.​ ​ ​Students
experiment​ ​with​ ​the​ ​Object>Arrange​ ​commands,​ ​swatches​ ​palette,​ ​and​ ​graphic​ ​styles​ ​palette.

Artists:
● Matt​ ​Parker​ ​and​ ​Trey​ ​Stone,​ ​Creators​ ​of​ ​South​ ​Park
● Matt​ G​ roening,​ ​Creator​ ​of​ ​The​ ​Simpsons

Concepts:
● 2D​ ​Animation​ ​and​ ​Illustration
● Fill​ ​and​ ​Stroke
● The​ ​Shape​ ​Tools
● Object​ ​Menu
● Swatches​ ​Palette​ ​(Gradients​ ​and​ ​Patterns)
● Graphic​ ​Styles​ ​Palette​ ​(Type​ ​Effects)
● Narrative

Critical​ ​Thinking:
● South​ ​Park​ ​Illustrator​ ​Practice:​ ​Students​ ​create​ ​2​ ​popular​ ​2D​ ​animated​ ​characters​ ​using​ ​simples
shapes​ ​and​ ​colors.

Procedure:
Day​ ​1
● View​ ​professional​ ​2D​ ​animations/illustrations.​ ​ ​View​ ​past​ ​student​ ​examples.​ ​ ​Begin​ ​South​ ​Park
characters.
Day​ ​2
● Continue​ ​and​ ​complete​ ​South​ ​Park​ ​characters.
Day​ ​3
● Begin​ ​own​ ​cartoon​ ​characters.​ ​ ​The​ ​character​ ​must​ ​be​ ​doing​ ​something,​ ​holding​ ​something​ ​or
wearing​ ​something​ ​that​ ​is​ ​indicative​ ​of​ ​its​ ​personality.​ ​ ​The​ ​background​ ​of​ ​the​ ​character​ ​must
also​ ​be​ ​considered.​ ​ ​Special​ ​attention​ ​is​ ​paid​ ​to​ ​details​ ​such​ ​as​ ​eyebrows,​ ​fingernails,​ ​shoe​ ​laces,
etc.​ ​ ​Characters​ ​must​ ​include​ ​at​ ​least​ ​1​ ​gradient,​ ​pattern​ ​and​ ​graphic​ ​style.
Day​ ​4-7
● Work​ ​days.​ ​ ​Upon​ ​completion​ ​of​ ​the​ ​character,​ ​students​ ​will​ ​write​ ​a​ ​4​ ​sentence​ ​paragraph
answering​ ​‘Who,​ ​What,​ ​When,​ ​Where​ ​and​ ​Why?’​ ​concerning​ ​their​ ​characters

Assessment:
● South​ ​Park​ ​practice​ ​check​ ​in

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 ● Cartoon​ ​character​ ​rubric

+Graphic​ ​Design

Gradients​ ​&​ ​Meshes ​ ​ ​ ​ ​ ​ ​ ​ ​_ (5​ ​days)

Students​ ​create​ ​a​ ​realistic​ ​vector​ ​image​ ​using​ ​gradients​ ​and​ ​the​ ​mesh​ ​tool.

Concepts:
● The​ ​Pen​ ​Tool
● Gradients​ ​and​ ​using​ ​the​ ​Gradient​ ​Tool
● The​ ​Mesh​ ​Tool
● Value
● Blends

Procedure:
Day​ ​1
● Demonstrate​ ​using​ ​the​ ​pen​ ​tool​ ​by​ ​tracing​ ​a​ ​series​ ​of​ ​fruits​ ​and​ ​vegetables.​ ​ ​Using​ ​the​ ​gradients
in​ ​the​ ​swatches​ ​palette,​ ​apply​ ​appropriate​ ​colors​ ​and​ ​use​ ​the​ ​mesh​ ​tool​ ​for​ ​highlights​ ​and
shadows.
Day​ ​2
● Vectorize​ ​an​ ​object​ ​of​ ​your​ ​choice.​ ​ ​Must​ ​include​ ​at​ ​least​ ​3​ ​gradient/meshes.
Day​ ​3-5
● Work​ ​days.

Assessment:
● Check​ ​in​ ​of​ ​practice​ ​image
● Gradient/Mesh​ ​image​ ​rubric

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Graphic​ ​Design

Creating​ ​Symbols​ ​&​ ​Using​ ​Perspective​ ​ ​ ​ ​_ (4​ ​days)

Students​ ​learn​ ​to​ ​utilize​ ​and​ ​create​ ​their​ ​own​ ​symbols​ ​by​ ​creating​ ​a​ ​little​ ​landscape​ ​that​ ​demonstrates
the​ ​3​ ​rules​ ​of​ ​depth;​ ​change​ ​in​ ​size,​ ​overlapping​ ​,​ ​and​ ​color​ ​change.

Concepts:
● Illusion​ ​of​ ​depth-​ ​Depicting​ ​space​ ​in​ ​a​ ​flat,​ ​2D​ ​image.​ ​ ​Depth​ ​created​ ​by​ ​varying​ ​size​ ​and​ ​color
and​ ​overlapping​ ​objects.
● Horizon​ ​Line​ ​-​ ​Point​ ​where​ ​the​ ​‘ground’​ ​meets​ ​the​ ​‘sky’.
● Symbols
● Modifying​ ​and​ ​creating​ ​symbols

Procedure:
Day​ ​1
● Demonstrate​ ​how​ ​to​ ​create​ ​symbols​ ​and​ ​modify​ ​existing​ ​symbols​ ​from​ ​Illustrators’​ ​Symbols
palette.
Day​ ​2
● Students​ ​learn​ ​3​ ​ways​ ​to​ ​create​ ​the​ ​illusion​ ​of​ ​depth​ ​and​ ​look​ ​at​ ​ways​ ​to​ ​create​ ​‘simple’
landscapes​ ​using​ ​the​ ​shapes​ ​and​ ​pen​ ​tool​ ​(i.e.​ ​horizon​ ​line,​ ​paths,​ ​cliffs,​ ​etc.)
Day​ ​3-4
● Using​ ​gradients​ ​and​ ​symbols,​ ​students​ ​create​ ​a​ ​simple​ ​landscape​ ​that​ ​illustrates​ ​depth.

Assessment:
● Symbol​ ​modification​ ​exercise
● Little​ ​landscape​ ​rubric

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Graphic​ ​Design

Gum​ ​Wrapper​ ​Design ​ ​ ​ ​ ​ ​ ​ ​_ (3

days)
Students​ ​try​ ​their​ ​hand​ ​at​ ​package​ ​design​ ​by​ ​coming​ ​up​ ​with​ ​3​ ​new​ ​flavors​ ​of​ ​gum​ ​and​ ​developing​ ​a
packaging​ ​concept​ ​for​ ​them.

Concepts:
● Package​ ​design
● Theme
● Template

Procedure:
Day​ ​1
● Show​ ​past​ ​student​ ​examples​ ​of​ ​gum​ ​wrapper​ ​designs.​ ​ ​Demonstrate​ ​how​ ​to​ ​use​ ​the​ ​gum
wrapper​ ​template.
Days​ ​2​ ​-​ ​3
● Work​ ​days.​ ​ ​Students​ ​must​ ​use​ ​a​ ​symbol,​ ​draw​ ​an​ ​object​ ​with​ ​the​ ​pen​ ​tool​ ​and​ ​use​ ​a​ ​stroke​ ​on
the​ ​text.

Assessment:
● Gum​ ​Wrapper​ ​rubric

19
Graphic​ ​Design

Logos ​ ​ ​ ​ ​ ​ ​ ​ ​_ (6​ ​days)

Students​ ​create​ ​logos​ ​for​ ​an​ ​imaginary​ ​company​ ​using​ ​a​ ​set​ ​of​ ​specific​ ​design​ ​‘specs’.​ ​ ​Throughout​ ​the
unit,​ ​students​ ​will​ ​complete​ ​various​ ​single​ ​day​ ​projects​ ​allowing​ ​them​ ​time​ ​to​ ​practice​ ​and​ ​experiment
with​ ​following​ ​design​ ​specs​ ​to​ ​create​ ​a​ ​logo.

Concepts:
● Logos
● Theme
● Specs​ ​(project​ ​specifics)
● Creating​ ​outlines​ ​from​ ​text

Critical​ ​Thinking:
● Logo​ ​Brainstorm​ ​sheet​ ​and​ ​thumbnail​ ​exploration

Procedure:
Day​ ​1
● Introduce​ ​logos​ ​and​ ​view​ ​logo​ ​creation​ ​websites.​ ​ ​View​ ​past​ ​student​ ​examples​ ​of​ ​logos.​ ​ ​Create​ ​a
logo​ ​for​ ​a​ ​simple​ ​company​ ​(i.e.​ ​Irene’s​ ​Ice​ ​Cream​ ​Shop,​ ​Frank’s​ ​Fish​ ​and​ ​Chips,​ ​etc.)
Day​ ​2
● After​ ​being​ ​given​ ​a​ ​set​ ​of​ ​logo​ ​‘specs’​ ​detailing​ ​concept​ ​(font​ ​type,​ ​image​ ​suggestions,​ ​color
requests,​ ​design​ ​ideas,​ ​etc.)​ ​students​ ​create​ ​a​ ​series​ ​of​ ​3​ ​logos​ ​for​ ​a​ ​specific​ ​thing.
Day​ ​3
● Create​ ​product,​ ​company,​ ​service​ ​and​ ​brainstorm​ ​symbols,​ ​image​ ​and​ ​text​ ​ ​combinations​ ​to
used​ ​for​ ​the​ ​logo​ ​designs.
Days​ ​4-7
● Construct​ ​5​ ​logos​ ​for​ ​the​ ​same​ ​thing.

Assessment:
● Simple​ ​logo​ ​check​ ​in
● Series​ ​logo​ ​check​ ​in
● Logo​ ​rubric

20
Graphic​ ​Design

Illustrator​ ​Quiz ​ ​ ​_ (6​ ​days)

Review​ ​main​ ​Illustrator​ ​tools,​ ​functions​ ​and​ ​techniques.

Concepts:
● Fill​ ​and​ ​Stroke
● Combining​ ​Shapes
● Tracing​ ​with​ ​the​ ​pen​ ​tool
● Symbols
● Swatches
● Text

Procedure:
Day​ ​1
● Students​ ​follow​ ​directions​ ​on​ ​an​ ​Illustrator​ ​template​ ​to​ ​complete​ ​specific​ ​instructions.

Assessment:
● Illustrator​ ​Quiz

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Graphic​ ​Design

Final​ ​Exam​ ​Review ​ ​ ​ ​ ​ ​ ​ ​ ​_ (2​ ​days)

Review​ ​in​ ​Photoshop​ ​and​ ​Illustrator​ ​for​ ​the​ ​final​ ​exam.

Concepts:
● Differences​ ​and​ ​similarities​ ​between​ ​the​ ​2​ ​programs
● Tool​ ​functions
● Program​ ​functions
● Palettes
● Keyboard​ ​commands
● Design​ ​concepts

Critical​ ​Thinking:
● Graphic​ ​design​ ​jumble​ ​and​ ​crossword​ ​puzzle
● GD​ ​Jeopardy

Procedure:
Day​ ​1
● Gather​ ​materials,​ ​work​ ​on​ ​review​ ​materials,.
Day​ ​2
● GD​ ​Jeopardy

Assessment:
● Final

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