PROJECT OVERVIEW (adapted from bie.org) |
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Name of Project: Color Theory & Typography
Grade Level: 9-12th Proficient
Duration of Project: 4- 7 days
Teacher(s): art teacher
Subject / Course: Graphic Design / Design, Visual, and Media Arts
VAPA Standard: VA.9-12 (advanced).CE.SPMT.2.2 Plan and create artworks that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. VA.9-12 (proficient).CE.CETOA.2.5 Create an expressive composition, focusing on dominance and subordination. VA.9-12 (proficient).CE.SPMT.2.1 Solve a visual arts problem that involves the effective use of the elements of art and principles of design.
Success Skills: Critical Thinker, Communicator, Creator, Collaborator
Tier 2/3 Words: Illustrate, Typography, Color Theory, Dominance, Subordination
Project Summary: After learning about the program Adobe Illustrator, how to effectively use typography, and color theory, students will redesign a book cover in order to persuade other students to read the book.
Driving Question: How do graphic designers persuade others? How can we redesign a book cover as graphic design students in order to persuade students to read the book?
Entry Event: Teacher will show various famous book cover designs and discuss about the symbolism behind them. Students will watch a powerpoint to review redesigned book samples and peer discuss what to look for in a finished product. At this point the students will fill out a chart with Know and Need to Know, this is where students will demonstrate where they are at and the teacher can assess each individual student. After assessing where the students are at the teacher will review things that the students might need such as how to transform objects and other useful techniques that they might have trouble with. Teacher will group students based on the help they need in order to provide them with additional resources. Students will then begin their research and find icons and symbols to create their cover design for their chosen book.
Major Product / Performance: Redesigned Book Cover (printed)
Making Products Public: printed redesigned covers will be presented to the class and will be placed as book covers in the library for others to view
RESOURCES NEEDED |
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On-site people / facilities: students and teachers
Equipment: Adobe Illustrator Program
Materials: Informational Reading (websites, cheat-sheets, shortcuts for program) These resources will be available for students who might need additional help or additional information that what the teacher has given. It can be used by both students who need additional help or students who might want to learn additional techniques
Examples of Books- Pictures or actual book covers, Powerpoint presentation with redesigned examples https://cdn-00.cteonline.org/resources/images/78/787eb5f0/787eb5f0901e0180988a6036013badf7a2777f9a/harrypotter.jpg
Typography- samples and terms / website with more info and review: https://www.webpagefx.com/blog/web-design/the-basics-of-typography/
Color Theory- Website: https://color.adobe.com/create/color-wheel/ students can use this website if they have a hard time memorizing the color wheel
Reflection Methods: whole class discussion, small class discussion, peer-review. Before their final presentation the teacher will gather students each day so that the students can discuss about their individual progress. At this time, students can request feedback and help from their peers and teacher on how they can improve their design. Teacher can use this time to assess where the student is at and how she can group students the next day if they need help in a certain area. Students will also keep a daily journal with their self-assessment for the teacher to review at the end of their project. Students may use this journal for questions they might have as they are working on their project or to write the feedback they receive from their peers each day.
CHECKPOINTS AND FORMATIVE ASSESSMENTS |
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Individual: Teacher Conference, Thumbnail sketches, Web of Ideas, Assess performance, Daily Self-Assessment in journal and at the end of project their final self-assessment
Team: collaboration, communication, peer-review, presentations
STUDENT LEARNING OUTCOMES |
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I can... apply color theory and typography effectively and creatively in my design
I can... create an effective book cover design utilizing Adobe Illustrator
I can... produce sketches and rough drafts before starting my final design
I can... understand the principles of design and the difference between subordination and dominance
I can... work collaboratively with my classmates to problem-solve
I can... communicate with my classmates utilizing tier 2/3 words in my presentation
RATIONAL FOR THE ACTIVITY |
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Why are you doing what you are doing? I am creating this class project to help students build 21st century job skills such as being an effective collaborator, communicator, critical thinker, and creator.
Value of the activity: Students will be able to express themselves both by using vocabulary words of a graphic designer as well as be able to express themselves through creative design. It is also valuable for me as the teacher to see their progress in their understanding of the principles of design, their use of Adobe Illustrator, their knowledge of typography and color theory. Students will also learn how to defend their work and explain why they designed their work the way they did. Students should be able to provide feedback as well as accept feedback from their peers and teachers.
Lesson adapted from:
https://www.cteonline.org/curriculum/project/ultimate-book-cover-with-illustrator-media-design-2-pbl-project/Npx71W
https://www.cteonline.org/curriculum/project/ultimate-book-cover-with-illustrator-media-design-2-pbl-project/Npx71W