Design Foundations

Overview

Lesson 2 builds the technical language students need for later calendar design. Students explore graphic design basics through multi-sensory examples and then create a personalised visual glossary entry-by-entry for use in the unit “Designing Matariki Calendars”.

Learning intentions

• Students will identify key graphic design terms used in poster and calendar layout.
• Students will apply design principles (balance, contrast, alignment, hierarchy, and spacing) to simple compositions.
• Students will record visual observations as clear glossary entries using a chosen presentation format.
• Students will collaborate using shared terminology and refine their work using quick feedback.

Success criteria

• I can explain (in my own words) at least 6 graphic design terms with a visual example.
• I can label design principles in two mini-layouts and justify my choices.
• I can use consistent headings and visual symbols in my glossary so it’s easy to refer back to.
• I can use feedback to improve one glossary entry before the end of the lesson.

Curriculum links

• AS91914 — Explore Visual Arts processes and conventions to inform own art making through investigating visual conventions and recording design terminology for later art making.
• Visual literacy and design thinking: students interpret visual information, use visual conventions, and create meaning through layout choices (drawing on the NZ Curriculum Refresh learning focus on communication through visual arts).
• Key competencies:
• Thinking (making choices about layout and terminology)
• Managing self (meeting glossary task steps and deadlines)
• Relating to others (pair feedback and respectful critique)
• Participating and contributing (group “look and learn” rounds)

Lesson structure (60 minutes)

1. 0–5 min · Welcome & unit link. Teacher shares today’s goal: “We’re building the design language you’ll use for Matariki calendar layouts.” Students write 1 sentence: what they already think “graphic design” means.
2. 5–15 min · Visual + verbal mini-teach (design terms). Teacher shows 4 fast slides: thumbnail posters/calendars (with no titles), naming terms as they appear (e.g., hierarchy, alignment, contrast, whitespace/spacing, typography, grid, emphasis). Students do a quick “term guess” sticky note at each slide: which term matches the change they notice.
3. 15–25 min · Kinesthetic design sprint (principles in action). Teacher hands out paper “layout cards” (simple shapes + text blocks). Students in pairs physically move cut-outs to create: (a) strongest hierarchy, (b) clear alignment, (c) contrast. Students circle which principle they used and why on a template.
4. 25–40 min · Glossary build: scaffolded choice. Teacher models one completed glossary page: a heading, a visual example, a short definition, and a label for the principle. Students choose ONE presentation format from the provided options (UDL):

• Option A: 6-page mini booklet (one term per page)
• Option B: A single A3 “visual dictionary” grid
• Option C: Digital slides (teacher provides an offline template) Students complete 3 glossary entries first while teacher circulates for targeted support.

5. 40–50 min · Gallery walk feedback (two stars & a wish). Students tape/stand their current entries. In pairs, they use a feedback strip: 2 strengths + 1 improvement (focused on clarity of term, visual example, and labels). Students record one action they will apply.
6. 50–57 min · Finish remaining entries + refine. Students complete the remaining glossary entries to reach at least 6 terms total, applying one feedback action and improving legibility/consistency.
7. 57–60 min · Exit ticket (quick check). Students answer on a half-page:

• Name one design principle you used today and one reason it helps a viewer. Teacher collects for formative assessment.

Resources

• Printed term word bank (with student-friendly definitions and icons/symbols)
• Glossary templates (A3 grid, mini booklet pages, and a digital offline slide template)
• Paper layout cut-outs (text boxes, shape blocks, arrows) and glue/tape
• Scissors and pencils; rulers for alignment/spacing checks
• Feedback strips (“two stars & a wish”)
• Example images of posters/calendars for slide show (printed or digital)
• Coloured pens/markers for hierarchy colour-coding
• Timer for sprint and gallery walk

Assessment

• Formative checks during glossary build: teacher listens for correct use of terms and labels; students show their mini-layout reasoning.
• Pair feedback validity: students can justify choices using at least one principle vocabulary word.
• Exit ticket: teacher assesses understanding of one principle and why it matters to viewer communication.

Differentiation

• Multiple entry points (UDL): students choose glossary format (booklet, A3, or digital) and select from definition supports (full, partial, or sentence starters).
• Scaffolded complexity:
• Support level: glossary templates include prompts like “This term helps when…” and a labelled example to copy.
• Core level: students write definitions in their own words and add one label to their visual example.
• Extension within the task: students add a “before/after” mini thumbnail showing how they changed a layout after applying one principle.
• EAL/new to art terminology: provide a term–definition matching sheet and allow glossary definitions to be phrased using sentence starters.
• Attention/processing support: use timed steps, a visible checklist, and a “next action” card at each workstation.