Objective

Students will gain a foundational understanding of graphic design, its importance, and its applications in everyday life. They will also reflect on their own interests and expectations for learning graphic design.

What is graphic design and where have you seen it?

• Graphic design as the combination of creativity, typography, imagery, and color.

• Its role in communication and problem-solving through visuals.

• What makes designs you see so appealing? (Consider colors, layouts, fonts, etc.)

• What is one of your favorite brands or businesses? Do you think this company has a graphic designer?

• What kind of projects do these designers likely work on?

As a class, brainstorm at least three characteristics of good design (e.g., simplicity, creativity, functionality). Write these on the board.

Massachusetts Digital Literacy and Computer Science (DLCS) Standards:

1. Computing and Society (CAS):

   • Standard 9-12.CAS.a.1: "Demonstrate responsible use of technology and an understanding of ethics and safety issues in using electronic media."

     • Alignment: The lesson's discussions on the role of graphic designers and the impact of design in digital society encourage students to consider ethical implications and responsible use of technology in media.

2. Digital Tools and Collaboration (DTC):

   • Standard 9-12.DTC.a.1: "Use digital tools to design and develop a significant digital artifact (e.g., multipage website, online portfolio, simulation)."

     • Alignment: The lesson's activities, such as analyzing graphic design examples and reflecting on personal design projects, prepare students to use digital tools in creating their own graphic design artifacts.

3. Computing Systems (CS):

   • Standard 9-12.CS.a.5: "Describe the main functions of an operating system and explain how they work."

     • Alignment: While not directly covered, understanding the tools and software used in graphic design touches upon the role of operating systems in managing these applications.

Massachusetts Arts Curriculum Framework:

1. Visual Arts (Creating):

   • Anchor Standard 1: "Generate and conceptualize artistic ideas and work."

     • Alignment: The lesson encourages students to brainstorm and reflect on various aspects of graphic design, fostering the generation of artistic ideas.

   • Anchor Standard 2: "Organize and develop artistic ideas and work."

     • Alignment: Through group activities and personal reflections, students organize their thoughts on what constitutes good design, aiding in the development of their artistic concepts.

2. Visual Arts (Responding):

   • Anchor Standard 7: "Perceive and analyze artistic work."

     • Alignment: The lesson's activities involve analyzing various examples of graphic design, helping students develop skills in perceiving and critiquing artistic works.

   • Anchor Standard 9: "Apply criteria to evaluate artistic work."

     • Alignment: By identifying characteristics of good design, students establish criteria to evaluate graphic design works.

3. Visual Arts (Connecting):

   • Anchor Standard 11: "Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding."

     • Alignment: Discussions on the importance of graphic designers in today's society help students connect artistic ideas to cultural and societal contexts.