Unit

3: Game Cover Design (Approximately 12 hours)

Ms. San Agustin

Students will explore the ideas of graphic design and the use of Adobe Photoshop and Illustrator.
They will enhance their knowledge of digital photography through editing and utilize their
knowledge of illustrator through the application of the drawing tools.
Overall Expectations

A1. The Creative Process: apply the creative process to create a variety of artworks,
individually and/or collaboratively;
A2. The Elements and Principles of Design: apply the elements and principles of
design to create art works for the purpose of self-expression and to communicate
ideas, information and/or messages;
B1. The Critical Analysis Process: demonstrate an understanding of the critical
analysis process by examining, interpreting, evaluating, and reflecting on various art
works;
B2. Art, Society, and Values: demonstrate an understanding of how art works
reflect the societies in which they were created, and how they can affect both social
and personal values;
C2. Conventions and Techniques: demonstrate an understanding of conventions
and techniques used in the creation of visual art works;

Specific Expectations Lessons 1-4

A1.3 document their use of

each stage of the creative
process, as well as varied and
extensive research, in a
portfolio that includes art works
created for a variety of
purposes
A3.1 explore and experiment
with media, including
alternative media, and current
technologies, and use them to
create a variety of art works
A3.4 explain how variations in
where and how art works are
displayed
B1.1 analyse their initial
response to art works
B1.2 deconstruct the visual
content and the use of
elements and principles of
design in their own art work
and the work of others
B2.3 reflect on and explain how
creating and analysing art works
has affected their personal
identity and values and/or

changed their perceptions of

society and social issues
C1.1 demonstrate an
understanding of the elements
and principles correctly and
appropriately when creating or
analysing art works
C1.2 explain terminology
related to a variety of
techniques, materials and tools
C3.1 demonstrate an
understanding of legal and
ethical issues related to the
appropriating of images,
materials, or ideas, or to the
display of art works

Learning Goals:
By the end of this unit students will be able
to:
Lesson 1 Day 1
Explain the use of type tool,
direct selection tool, selection
tool, type outlines, vertical text,
and typing on a curve.

Unit 3: Game Cover Design (Approximately 12 hours)

Ms. San Agustin

Understand character type and

how this is applicable to the
making of the product
Use of edmodo and youtube to
gather the information for the
project and the tutorial
Apply the tutorial to a song lyric
image

Lesson 3 Day 3-4

Applying research skills to find
images for use to the tutorial
Selecting, editing and cropping
images
Working on Illustrator and
Photoshop
Saving to edmodo
Demonstrate an awareness of
copyright law and respectful
practice when using the works
of others

Lesson 4 Day 5
Finishing with the tutorial
Introducing the Summative
Assignment
Look through examples of
graphic artist who made album
covers and other works

Lesson 5 Day 6-12
Working on assignment

Lesson 2 Day 2
Use of research skills to access
lyrics and images as examples
for the final images
Selecting, scanning and saving
work
Demonstrate an awareness of
copyright law and respectful
practice when using the works
of others






Instructional Strategies
Lesson 1:
Pre-Viewing:
Think/pair/share: Text Application How has text been used in graphics, what is text?
How does the look of text affect the way your work looks?
Inspire: Students are shown examples of works of art that utilizes text as part of its
graphics

Lesson 2:
Reflect: Four Corners: Post a different statement in each room and ask the students to
stand by the statements they agree with most
1. Copyright is needed to protect the rights of the artists.
2. If an image is over 100 years old, it doesn't need to be protected by copyright
because the artist is probably dead
3. Images of the community belong to the community. It doesn't mater who took the
photo
4. All art should belong to the cultural commons to be used by everyone without
limitations
Use Four Corners to initiate debate about copyright.
Discuss the impact of copyright on those who cant afford to pay for art or information. How
do/does one negotiate the right for people to be paid for their creative work with the fact that
universities in poor countries, for example, might only have access to 20 journals, but Canadian

Unit 3: Game Cover Design (Approximately 12 hours)

Ms. San Agustin

universities have databases containing thousands. Discuss the Creative Commons movement
and review copyright law and standards of respectful artistic practice.

Lesson 3:
Watching the video link: https://youtu.be/yb2lLaVIepc
Classroom time to work on applying the skills learned from the video

Lesson 4:
Powerpoint on artist/graphic artist who have designed works of art
Starting assignment through researching albums, or movie design, or game design
Sketching ideas

Lesson 5:
Handouts given
Discussion of assignment
Rubrics discussed
In-class work time

Key Questions:
Prior Learning:


Why are copyrights laws important?
Students should have been introduced to
When, if ever, should images belong to vector-based software (i.e. Adobe Illustrator or
a community?
Corel Draw), photo software (i.e. Adobe
What are ways of ensuring legal and
Photoshop or Lightroom) in the grade 10
respectful use of images that have
AWQ2O0 course, or have the basic familiarity
been produced by someone else
of these types of software to build on. The
start of this course should have introduced the
students to this idea as well.
Assessment FOR, AS, and OF Learning:
Performance Task for Evaluation:
o Typography task

o Creative Process for Image Illustration Final artwork of the Album/Game/Movie
Tutorial
Cover
o Copyright Corners

o Teacher Feedback during illustration,

idea, research, and final work
o Summative Rubric
o Post Critique Reflection Questions


Accommodations:

Students will be given extra-time if needed
Tutorials to assist them will be provided
They may wish to use only one program if it will be easier for them
Lab times during lunch (Tuesday, Wednesday, and or Thursday) are available
Simple design for their work can be provided

Unit 3: Game Cover Design (Approximately 12 hours)

Ms. San Agustin

Glossary of Terms:

Font: traditionally font referred to all type of a particular style at a given size (i.e. Arial 9pt is a
different font than Arial 10 pt), with the emergence of the computer world, the definition has
broadened to refer to a single style, no matter the size (i.e. Arial)
Type/Typeface: refers to a family of fonts that share common features (i.e. serif, sans serif,
script, display, faux, blackletter, symbol).
Typographers: a person who designs type/fonts