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Graphic Design Lesson 1

The graphic design curriculum aims to: 1) Train high school teachers to incorporate graphic design into art classes and introduce graphic design concepts to students. 2) Focus on the similarities between art and graphic design like technique, materials, and craft. 3) Walk teachers and students through the design thinking and making processes through units covering topics like the design process, typography, and 2D design basics.

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226 views2 pages

Graphic Design Lesson 1

The graphic design curriculum aims to: 1) Train high school teachers to incorporate graphic design into art classes and introduce graphic design concepts to students. 2) Focus on the similarities between art and graphic design like technique, materials, and craft. 3) Walk teachers and students through the design thinking and making processes through units covering topics like the design process, typography, and 2D design basics.

Uploaded by

aprilyn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Graphic Design

The graphic design curriculum The purpose of this curriculum is to: ⋅ Help train high school teachers to
incorporate graphic design into their high school art classes; ⋅ Introduce graphic design to high school
students, help them understand what graphic design is, and how to use it. Most high school art teachers
are exceptional artists who—while well-trained in traditional art media—may not feel confident
teaching graphic design. This curriculum was created to help bridge this gap, focusing on the similarities
between art and graphic design, and reinforce the common foundation of technique, materials, and
craft that they share. Though the purposes of fine art and design differ, they are rooted in the same two-
dimensional design elements and principles. Starting with these commonalities the curriculum walks
both the teacher and student through the design thinking and making processes. The curriculum has
been built to support a full course on graphic design. With that in mind, it is also meant as a curricular
springboard, with plenty of room for customization based on the unique classroom dynamics, access to
technology, and needs of each individual art teacher and their particular classroom. Though the intent is
for teachers to use the entire curriculum, any unit can stand alone. The curriculum has been created in
an effort to be inclusive and therefore does not include the use of specialized technology (hardware or
software). These digital tools are important, but not necessary to teach and learn the fundamentals of
traditional graphic design and visual communication. Computers and software are important tools
necessary to succeed as a professional, yet they are just that—tools. If design was merely about
organizing text and pictures on a page, machines would have already replaced graphic designers.
Beyond simply communicating, graphic designers strive to stimulate intellectual and emotional
responses. The role of graphic design is not only to communicate and explain, but to be the catalyst that
propels a viewer to a new way of seeing, experiencing, or thinking about the world. If students continue
to pursue graphic design in post-secondary education, they will have ample opportunity to learn the
necessary— and ever changing—software; they will not be behind or need to catch up. Students
completing this curriculum are likely to have a better grasp and understanding of the design process,
which will put them ahead of their peers who focused on technology instead of a

solid design foundation. Successful design comes from empathetic, thinking people, not machines and
technology. The curriculum will give high school students exposure to the design process and design
problems as a way of introducing them to visual communication. The curriculum includes: ⋅ Unit 1:
Introduction to Graphic Design ⋅ Unit 2: 2D Design Basics—Points, Lines, and Planes; Gestalt—Shape,
Balance, Rhythm, Unity; Color ⋅ Unit 3: Design Process—Define the Problem; Learn; Generate Ideas;
Design Development; Implementation ⋅ Unit 4: Typography—Typography in Action; The Language of
Type; Font Pairing and Hierarchy ⋅ Unit 5: References; Glossary This curriculum has been created with
the needs of both students and teachers in mind. Adhering to the National Visual Arts and K–12
curriculum standards, the curriculum is designed not only to be educational for students, but also
practical for art teachers to apply in their classrooms, while still meeting current art standards. In
addition to visual communication, a core focus of this curriculum is design thinking: a strategic form of
creative problem solving that is not limited to graphic design—or even art—but is being applied to
problems as diverse as land use and traffic flow, to agriculture and engineering. While the curriculum
has been created to help prepare students interested in pursuing graphic design at the college or
university level, its focus is on how people communicate visually and how to utilize design thinking to
help student

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