Coast-to-Coast Book Design—Part 2: What IS Design?
By Monique Fineman, September 29, 2006
- Middle School
- Language Arts
Common Core State StandardsEnglish Language Arts Standards: Speaking and Listening
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.6-8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly.
- CCSS.ELA-LITERACY.SL.6-8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- CCSS.ELA-LITERACY.SL.6-8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
- CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas:
- CCSS.ELA-LITERACY.SL.6-8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS.ELA-LITERACY.SL.6-8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- CCSS.ELA-LITERACY.SL.6-8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
English Language Arts Standards Writing
Research to Build and Present Knowledge:
- CCSS.ELA-LITERACY.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- CCSS.ELA-LITERACY.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- understand the concept of design
- be able to identify items in their lives that have been designed
- understand the concept of book design
- be able to create and arrange their own page layout
- student art text book
- Cooper-Hewitt SDI Web site http://www.cooperhewitt.org/education/professional-development/cooper-hewitt-smithsonian-design-institute/
- “Elements of Page Design” handout
various magazine, newspaper and book layouts
various everyday objects
- On each set of tables, student groups should have a variety of items that were designed including items with page design (layout).
- Have written on the board: "What is design? Which items on the table do you think were designed and why?"
- Students will conduct discussion within their groups, writing their findings in their individual notebooks.
- After short discussion within their groups, have students share their findings.
- Affirm when students are able to identify in their words that design is "the plan, organization, or arrangement of elements in a work of art".
- Give the students the definition of design and have them write it in their notebook.
- Many items (products) that the students use daily are designed by people who are trained in art or design. (Give examples: cars, homes, telephones, cereal boxes)
- Go around the room and have each student name something that has been designed.
Part Two: Book Design
- Write the vocabulary words design and layout on your word wall.
- Explain to students that there are many types of designers including people who design books.
- The teacher should explain and show examples of the concept of page layout.
- Have students study the books and magazines for visual design structure.
- Have students share their findings, making sure they show the class the page in the book/magazine they are referring to.
- Students will cut and paste the elements of page design from the bottom of the handout (attached) onto the mock book page.
- Using the elements of design as discussed, have the students create their own page layout.
Enrichment Extension Activities
- Xerox handout to appropriate size for motor and visually impaired students.
- Homework: students will find a page layout (newspaper, magazine, book, and brochure) that they find appealing. Students will write a paragraph on why they feel the layout is interesting. Students must appropriately use the vocabulary words design and layout in their paragraph.