This learning module encourages students to translate what they've learned during the semester into publications intended for a popular, lay audience. They do so by learning the history and cultural significance of zines (powerful, subversive publications that were used to question social mores, cultivate communities for LGBTQ folks, People of Color, and other marginalized groups, and share knowledge in low-cost, accessible ways) and using the research methods they've learned during the class to produce a zine of their own. While students are individually researching their final topic projects, they spend the first two weeks of this unit learning about zine history, ethics, and design. The next two weeks are dedicated to workshops devoted to teaching the basics of Adobe InDesign CC. The primary goal and outcome of the project is to deepen their understanding of their final research project by producing an analytical work that resonates both inside and outside the classroom. Though this final project was originally executed in a class that focused on themes of migration and globalization, this capstone project and related modules may be tailored to any class with interdisciplinary themes. Given the rich history of zines, this project would work especially well for courses in gender studies, ethnic studies, feminist studies, or service- and activist-oriented classes. The end products of this unit are an 8-page zine produced in InDesign, along with a traditional response paper (optional). The primary learning outcomes for this assignment are: Learn how to speak about cultural objects (film, advertisements, paintings, short stories, buildings, places, programs) and analyze devices pertinent to each genre Produce a short "close reading" of a cultural object as it relates to our class topic of migration and globalization Explore alternative methods of publishing work through a pamphlet or a short zine Learn how to format instructional presentations on InDesign.
- Adobe Premiere Pro
- Adobe Spark
- After Effects
- Adobe XD
- Adobe Advertising Cloud
- Adobe Analytics Cloud
- Adobe AIR
- Business Catalyst
- Adobe Captivate
- Adobe Captivate Prime
- Adobe Capture CC
- Character Animator
- Adobe Comp CC
- Adobe Creative Cloud
- Digital Editions
- Adobe Document Cloud
- Adobe Experience Cloud
- Flash Player
- Fuse (Beta)
- Illustrator Draw
- Lightroom Classic
- Adobe Marketing Cloud
- Media Encoder
- Adobe Media Server
- PhoneGap Build
- Photoshop Elements
- Photoshop Express
- Photoshop Fix
- Photoshop Mix
- Photoshop Sketch
- Premiere Clip
- Adobe Premiere Elements
- Adobe Scan
- Adobe Sign
- Adobe Stock
I am interested in flipping some of my elementary/middle school technology content. I teach business and computers in grades 1-12. I am considering flipping some of my content - in particular tutorials that teach students about the various tools and techniques in many Adobe applications. In our district, I know that all students have internet access at home, so it is plausible that the flipped learning model would work for certain types of instruction. There are so many high quality tutorials for learning that it would be a better investment of time to use these for students to watch and learn at home and then practice skills at school. Implementing the flipped classroom model would give students more hands on time learning and practicing the skills with guided help from me when needed. My questions to those of you who teach at the elementary level -- At what grade level have you used the flipped model? What types of materials do you use when flipping the elementary level -- video tutorials, handouts, etc?How do you ensure that students view materials at home?What advice/hints/tips do you a have for a flipping newbie?What Adobe products do you teach at the elementary level? At what grade do you start teaching Adobe products? Thanks for you input. I look forward to the discussion.
Greetings! I'm finally getting our school to switch from our perpetual, 500-seat site license of CS6 Master Collection to CC. Our budget admin is weighing the pros and cons of continuing to provide access to all Adobe products for all students, staff and faculty, due to the increase in cost. Our Ed Tech director is trying to negotiate with Adobe Education about this, but communication has been spotty. We are a 1-to-1 laptop school with a Mac Lab for digital arts classes in electronic music production, video, photo, animation and publication arts. Without access to CC on their PCs, students in those classes are limited to working only during class time and after school. Additionally, other students do use Adobe products provided on their PCs for other classes. I'm wondering how your school does it. What's possible? Is it necessary for kids to use Photoshop, or is there a free product that students can use instead? (Yes, that's a question I was asked. How would you respond???) Thanks!
I am a high school media teacher that teaches an introductory class in digital media to 9th graders. I feel that the maturity and skill level of my students requires that I provide a lot of control over the procedures and steps to the point that they do not have to take on a lot of responsibility and leadership for the projects they work on. But, soft skills and leadership are supposed to be incorporated into my class. The classes they take after mine incorporate much more independent work. I'm looking for suggestions or references that can help me begin building these skills in my class.
I'm in my 14th year instructing high school students in Film. Editing, Lighting, Special Effects, Graphic Design, Sound Design and Photography using CS6 Suite
Hello All! I was hoping to seek ideas, opinions and strategies with regards to innovative ways to showcase student work (digital media productions). What has worked for you in the past? How did you engage the target audience? What was the audience response? What were the WOW factors that made it work? Best regards, Andrew
For those teachers who hand out the assignment before teaching the skills. I was wondering what your views were on Project Based Learning where students learn on the go and your teaching is synchronised with the assignment requirements. Does it work or have you tried more effective approaches.
Get started with InDesign, a powerful tool for creating everything from PDFs to infographics and everything in between.
Fred Benitez is an Educational Technologist for Eanes ISD with 11 years of experience in education involving teaching graphic design and technology integration.
I'm an eLearning trainer and want everybody to feel comfortable and excited about making use of the technology that's at their fingertips.
I'm an Innovation Coach for Mason City Schools in Mason, Ohio. I'm a former art teacher who passionate about creativity and solving problems through design thin
After working as an independent infographic designer, Michael now teaches infogrmation design, infographics and news design as a professor in Augsburg, Germany.
Passionate creative. Teacher - English/ Yearbook/ Technology/ Design. Freelance designer. Potter. Reflector of all things philosophical and pedagogical.
Ater 25 years in production I decided to go back to school to become a teacher. Passion for Print in Vocational Higher Education
Freelanced 30+ years, taught in WA State for 10 yrs., Taiwan for 5 years, and now in Oregon.
I am head of Creative Arts at a Quaker school in the UK - More information can be found on my web site - www.rosswallis.org
The multiple me project was created for the first year graphic design students. Its a great project for using multiple adobe applications and works for any of these courses Photography foundation, Photoshop foundation and InDesign Foundation. The student plan and execute a photoshoot of themselves or a model photographing themselves multiple times in one scene. The students need to pay attention to depth of field, focus and shoot in manual mode. The camera can not be moved once the first image of the background is shot. Then using a timer or a friend they take multiple shots of themselves in the scene in various poses and positions. The students tend to work this project much more when they use themselves as the model. I use this photo of me dressed as the Village People playing poker to get the students inspired (all though none of them know who the village people are anymore so I might need to remake it soon). Using Adobe Bridge or Lightroom they filter through and choose five images plus the image of the background. They need to pay attention to placement of the model/themselves in the various shots as to not overlap them. I start the project having the students sketch out 3 or 4 ideas on paper. We discuss their ideas in class and they choose a runner. Once they have their 6 shots they open them up in photoshop as layers either from Bridge or Lightroom. Using selection tools and Layer masks they paint in the multiple shots of themselves in the image. You can search how its done on Youtube. The students are then asked to create a booklet in InDesign with entrance reflections, sketches of ideas, sketch of runner idea, final PS image and exit reflection. I will include some examples of the booklets, final images and rubric. Super fun project for all ages.
Explore the new features in the March 2018 release of Adobe InDesign CC. The March 2018 release of InDesign CC focuses on improving the user experience with more control over commonly used features and workflows. New features include: 1. Merge paragraph borders. 2. Richer analytics for Publish Online documents. 3. Use Photoshop and Illustrator shortcuts in InDesign. 4. Export document as separate PDF pages. 5. New mobile presets. 6. Preview new document. Watch the video via this link: https://youtu.be/7mobFMgnc7A
Learn fundamentals of digital publishing and how to teach amazing publishing projects.
Hello! I am a Graphic Communications instructor at a vocational high school and I teach sophomores, juniors, and seniors. I am starting this year off by doing a review of prepress with the juniors. I like to give the students various job tickets and spec sheets to view and gather information from. We have a standard format we use for live work coming into the school so the students are accustomed to where information is located on our job tickets. I wanted to switch it up this year and give them outside job tickets to view to make them have to work a little harder. I was wondering if there were any working design and/or production professionals who would be able to share with me a job ticket or spec sheet they have had from a customer order. I understand with some companies there are particular privacy guidelines, so of course I wouldn't want someone to break those rules. We focus on design, production, printing presses, finishing and bindery, screenprinting just to name a few, so anything in that arena would be very helpful to us. Any help is very much appreciated. Thank you!
For this assignment individual students will use Adobe InDesign to generate popular science articles based on credible scientific sources. Students will engage in researching, summarizing, paraphrasing, and citing information as well as organizing and designing content visually. Students will have to consider issues of credibility and comprehension, as their articles should be accessible, accurate, and interesting to specialists and non-specialists alike. The end goal is to achieve a better understanding of scientific discourses and genres.
In this module, groups of 4-5 students will create a digital brochure as a supplement for an art exhibit. Students must include the exhibit’s theme and its importance, styles of artwork featured, and examples from the exhibit. Using InDesign, students will balance the organizational and spatial aesthetics of graphic design with visual elements from the exhibit itself in order to craft an informational and visually appealing brochure. In doing so, they will engage deeply and critically in the content of an art exhibit, increasing their understanding of the humanities, while also improving their creativity, organization, and research skills.
This assignment asks individual students to conceptualize and create press packets for a company event using Adobe InDesign. Students must consider a variety of audiences, media and news outlets to garner as much attention and participation as possible from surrounding communities. When creating the packet, students will include the company’s credentials and goals, event information, and incentive for participation in a way that is aesthetically pleasing. In creating their press kits, students will develop skills such as organization, summarization, paraphrasing, design, persuasiveness, conciseness, precision, and professionalism, all of which are relevant to business positions, marketing jobs, and beyond.
This resource provides an overview, syllabus, and sample student work for a college-level media production course. The primary learning outcome for the course is for students to deepen their understanding of "how media work" both rhetorically and materially by (re)presenting the same documentary narrative in five different modes, using at least five different Adobe Creative Cloud applications: (1) Print Magazine using InDesign (2) Audio Podcast using Audition (3) Film using Premiere Pro (4) Website using Muse, Spark, or XD (5) Mobile Application using XD [*6] Photography using Photoshop *Note that in this class, students didn't present photographic collections per se, but they used Photoshop a great deal to develop media for the other genres and applications.
What do you use the Adobe Education Exchange site for the most? What would you consider to be it's best features? What do you think it's missing? How often do you interact with your account? Is it worth being apart of?