Issuu on Google+

Art Foundation Project 4: Graphic Design

April ~ June (10-12 Weeks)

Unit Objective: To design a graphic that visually communicates a message.

You are evaluated on process, participation as well as your end-product. *lessons and assignments may be subject to change

Please refer to the class wiki for web links: http://curkovicartunits.pbworks.com/Graphic-Design-Project Use this link to view tutorials and perhaps find inspiration for your design: http://artinspired.pbworks.com/Digital-Art-and-Design NOTE: due to the nature of this project, students will most likely need to further explore and learn Adobe independently outside of class time. Almost all computers in the MS/HS section are equipped with Adobe CS3. It is recommended that you save your work on the school server or on a memory stick. Files left on the desktop may be deleted.

Week 1 - Introduction

1. What is graphic design? 2. What is the difference between design and art? 3. What makes good graphic design? 4. The graphic design process (complete appendix 1) 5. What are Photoshop and Illustrator? Homework: Watch the video under week 1 on the class wiki and complete the video task worksheet (appendix 2). Do not forget to find examples of each principle from magazines or newspapers. View the 2 articles on the principles of design as well.

Week 2 - Design Brief & Intro to Illustrator

1. Review week 1 homework. 2. Design briefs distributed to students.

IMPORTANT: students must show evidence of the design process. If no evidence is shown, students will not be able to score higher than a 3 on the Knowledge area of the rubric. This will then also influence your mark in the Application area as well. Each section should be clearly labeled. You may decide how to present this. 3. Intro to Adobe Illustrator (LogoType) [tutorial available on wiki]. Homework: Begin research and brainstorm section of design process.

Week 3 - Intro to Photoshop

1. Students briefly share research and brainstorm sections of design process. 2. Intro to Photoshop - Basic Collage [tutorial available on wiki] Homework: Begin creating thumbnail sketches for design project

Week 4 - Project sketching

1. Students present some of their thumbnail sketches for feedback. 2. Students continue exploring Illustrator/Photoshop or begin the design direction section of design process. Homework: Students begin the design direction area of design process.

Frank Curkovic & James McCrory 1


Week 5 - Project Design Direction 1. Students share the Design Direction area of the design process for feedback. 2. Students continue using Illustrator/Photoshop or begin the Tight Sketch area of the design process. Homework: Students work on the Tight Sketch area of the design process either digitally or by paper.

Week 6 - Tight Sketch Students work on their tight sketch. Homework: TBA

Week 7 - 9: Project Finalisation Students should be finalising design. Homework: as required

Week 10 - Presentation & Self-Reflection

Presentations and self-evaluations of student work Teacher Rubric

Frank Curkovic & James McCrory 2


Appendix 1

The Graphic Design Process As the teacher describes the design process, take brief notes below for each step.

Define the task

Research

Brainstorming

Sketching

Design Direction

Tight Sketch

Client Review

Finalizing

Frank Curkovic & James McCrory 3


Appendix 2 - Week 1 homework task

Frank Curkovic & James McCrory 4


Appendix 3

Your Graphic Design Process Define the task

Research

Frank Curkovic & James McCrory 5

What is needed for your task?

Begin gathering research examples. Simply use additional sheets of A4 paper if required.


Appendix 3

Your Graphic Design Process (Step 2 continued)

Frank Curkovic & James McCrory 6


Appendix 3

Your Graphic Design Process Brainstorming

Frank Curkovic & James McCrory 7

Use wordmaps, word associations, word opposites, visual references, metaphors or similes etc to assist in brainstorming ideas.


Appendix 3

Your Graphic Design Process Sketching

Create some thumbnail sketches. Arrange the main elements. Will you use photographs or illustrations? Which typeface will you use?

Step 5 (Design Direction) and Step 6 (Tight Sketch) may be done digitally if you wish. Frank Curkovic & James McCrory 8


Appendix 3

Your Graphic Design Process (Step 4 continued)

Frank Curkovic & James McCrory 9


Project 3: Graphic Design

Self-Reflection You will need to include an artist statement/self reflection for your pieces. In paragraph form, please include the following information as well as key vocabulary used in class. •Describe your design task and design. Feel free to describe the different tools, strategies or influences used in the process of developing your design. •How successfully do you think you have met the task/design brief objective? •How have you taken feedback into account during the design process? •What do you think you have learnt, or improved on in this project? •What areas of your work or as a designer do you think need improving and why? Name:

Frank Curkovic & James McCrory 10

Class:


Frank Curkovic & James McCrory 11


PROJECT 4: GRAPHIC DESIGN Unit Objective: To design a graphic that visually communicates a message. Level 0

Level 1-2

Level 3-4

Level 5-6

Level 7-8

Level 9-10

Knowledge & Understanding The student demonstrates very limited knowledge of the artform studied.

The student demonstrates limited knowledge of the artform studied.

The student has a very limited understanding of topic language, concepts and processes that support their current work. The design process used is very limited or incomplete.

The student has limited understanding of topic language, concepts and processes that support their current work. The design process used is limited or incomplete.

The student demonstrates a satisfactory awareness of the artform studied as evident in their design process. The student has satisfactory understanding of topic language and a satisfactory understanding of the concepts and processes that support their current work.

The student demonstrates a good awareness of the artform studied as evident in their design process.

The student demonstrates an excellent awareness of the artform studied as evident in their design process.

The student has a good knowledge of topic language and a good understanding of the concepts and processes that support their current work.

The student has well developed topic language and an excellent understanding of the concepts and processes that support their current work.

The student has a good proficiency in using the elements and principles of design.

The student shows very good proficiency in using the elements and principles of design with graphics, layout and type.

The student shows an excellent proficiency in using the elements and principles of design with graphics, layout and type.

There is a very good ability to employ the design process.

There is an effective ability to employ the design process.

The design is appropriate for the task.

The design addresses the purpose and shows a high level of creativity.

Application The student has no proficiency in using the elements and principles of design.

The student has a very limited proficiency in using the elements and principles of design.

There are no attempts to employ the design process.

There is an inappropriate ability to employ the design process.

The design is inappropriate for the task.

The design is inappropriate for the task.

The student has a satisfactory proficiency in using the elements and principles of design. There is a satisfactory ability to employ the design process. The design is satisfactory for the task.

There are good indications of ability to employ the design process. The design is suitable for the task.

Reflection & Evaluation The student records his or her artistic development and processes with very little reflection and carries out a very limited evaluation of his or her work.

The student records his or her artistic development and processes with little reflection and carries out a limited evaluation of his or her work.

The student reflects on the progress they have made and carried out a satisfactory evaluation though some aspects may be unrealistic or incomplete. The student attempts to use feedback in their artistic development and processes with guidance.

The student critically reflects and describes the progress they have made at different stages of the design process and carries out a good evaluation by identifying some strengths and weaknesses in their work with some examples.

The student critically reflects and describes the progress they have made at different stages of the design process and carries out an excellent evaluation by identifying strengths and weaknesses in their work with several examples.

The student uses feedback in their development and processes with little guidance, which informs his or her artistic development and processes.

The student intentionally uses feedback in their development with appropriate consideration of his or her artistic processes.

The student shows good commitment in using his or her own artistic processes.

The student shows excellent commitment in using his or her own artistic processes and skills.

Personal Engagement The student shows very limited commitment in using his or her own artistic processes. The student demonstrates very limited curiosity, selfmotivation, initiative and a willingness to take informed risks.

The student shows limited commitment in using his or her own artistic processes. The student demonstrates limited curiosity, selfmotivation, initiative and a willingness to take informed risks.

Comments (if any): Frank Curkovic & James McCrory 12

The student shows satisfactory commitment in using his or her own artistic processes. The student demonstrates satisfactory curiosity, selfmotivation, initiative and a willingness to take informed risks.

The student generally demonstrates curiosity, self-motivation, initiative and a willingness to take informed risks.

The student actively demonstrates curiosity, self-motivation, independence, initiative and a willingness to take informed risks.


G9AF-Graphic Design Unit