1. Overall Expectations (Learning Outcomes)
Creating and Presenting (Strand A): Reflecting, Responding & Analyzing (Strand B): Foundations (Strand C):
A2. The Elements and Principles of Design:
apply the elements and principles of design to
create art for the purpose of communicating
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.
B3. Connections Beyond the Classroom: describe
opportunities and requirements for continued engagement in
visual arts.
C1. Terminology: demonstrate an understanding of, and use
of correct terminology when referring to, elements,
principles, and other components related to visual arts.
C2. Conventions and Techniques: demonstrate an
understanding of conventions and techniques used in the
creation of art works.
C3. Responsible Practices: demonstrate an understanding of
responsible practices related to visual arts.
Unit of Study: Poster Design
Course Title: Visual Design | Course Code: AWD3M1 | Grade: 11
Skills-Based Transfer Goals Learning Tasks & Assessments Culminating Task
The Creative Process (Pages 14 – 16)  3 Preliminary Sketches (AforL | Formative)
 Ethical Sourcing of Photo References (AforL | Formative)
 Poster Design Peer Feedback (AasL | Formative)
 Charity Poster Design (AofL | Summative)
Charity Poster Design
Students will use their
knowledge of visual hierarchy
and poster design elements to
create a Charity Poster Design.
1. Challenging & Inspiring
2. Imagining and Generating
3. Planning and Focusing
4. Exploring and Experimenting
5. Producing Preliminary Work
6. Revising and Refining
7. Presenting and Performing
8. Reflecting and Evaluating
The Critical Analysis Process (Pages 16 -20)  Visual Hierarchy Number Off of
“The Typography of Paul Rand”
(AforL | Diagnostic)
 Poster Design Critical Analysis & Number Off Peer Work
(AforL | Formative)
 Poster Design Peer Feedback (AasL | Formative)
1. Initial Reaction
2. Analysis and Interpretation
3.
4. Consideration of Cultural Context
5. Expression of Aesthetic Judgement

2. Lesson #1 – Visual Hierarchy
Key Topic: How is visual hierarchy achieved in design?
Overall Expectations
A2. The Elements and Principles of Design: apply the
elements and principles of design to create art for the purpose
of communicating 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.
B3. Connections Beyond the Classroom: describe opportunities
and requirements for continued engagement in visual arts.
C1. Terminology: demonstrate an understanding of, and use of
correct terminology when referring to, elements, principles, and
other components related to visual arts.
C2. Conventions and Techniques: demonstrate an
understanding of conventions and techniques used in the
creation of art works.
Specific Expectations
A2.1 Explore how elements and principles of design can be
used to convey emotion and enhance personal expression, and
use a combination of these elements and principles to create art
work that express personal feelings and communicate specific
emotions to an audience.
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
B3.1 Identify a variety of careers in fields related to visual arts.
C1.1 Demonstrate an understanding of the elements and
principles of design, and use terminology related to these
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, and use this terminology correctly and
appropriately when creating, analysing, and/or presenting art.
C2.1 Demonstrate an understanding of a wide variety of
techniques that artists use to achieve a range of specific effects.
Learning Goals:
Students will learn...
 to understand what is visual hierarchy.
 how to identify visual hierarchy in design.
 how to effectively create visual hierarchy in
their own designs.
 why visual hierarchy is used in design.
 when visual hierarchy is used effectively
and ineffectively in design.
Success Criteria:
Students will show understanding by...
 defining visual hierarchy and its purpose.
 pointing out visual hierarchy in design.
 creating visual hierarchy during the student
task and their culminating assignment:
Charity Poster Design.
 explaining when visual hierarchy is used
effectively and ineffectively in design, and
be able to provide examples for each.

Materials and Resources:
 “The Typography of Paul Rand” Example of
changes in visual hierarchy to the same text
and its effect:
http://blog.typekit.com/2011/03/17/
type-study-typographic-hierarchy/
 “What is Visual Hierarchy?”
Examples & Definitions Sheet
 “The Basics of Visual Hierarchy”
by Elle & Company
 Samples of good poster design
 Samples of bad poster design


3. Lesson #1 – Visual Hierarchy
Key Topic: How is visual hierarchy achieved in design?
Teaching & Learning Strategies (Lesson Summary):
Introduction & Warm-Up Activity:
 On a projector, students are presented with “The Typography of Paul Rand” Example.
 Students are asked, “What is the same and what is different in these five images?”
 Volunteers answer question by pointing out that while the text reads the same in each of the five
images, there are differences in the size, boldness, colour and placement of the text.
 Students are then asked, “Which of the five is most effectively designed and why?”
 New volunteers are likely to suggest Figure 4 of Figure 5 as the most effectively designed and
would naturally point out how there is more consideration towards the size, boldness, colour and
placement in the typography in those specific examples.
 Volunteers continue to discuss why this sort of consideration was made.
In order to encourage such discussion if it does not follow naturally, the teacher should ask:
“Why was this sort of consideration made by the designer?”
 Purpose: This analysis activity should lead to the conclusion that visual hierarchy is used in design
to effectively prioritize certain elements over others and create a sense of visual movement, and that
effective design brings most visual attention to elements that are considered of most importance.
Key Questions (“The Typography of Paul Rand” Example):
 “What is the same and what is different in these five images?”
 “Which of the five is most effectively designed and why?”
 “Why was this sort of consideration made by the designer?”
Review Visual Hierarchy Definition & Examples:
 On a projector present students with “What is Visual Hierarchy?”
Have volunteers read out definitions and observe visual examples of visual hierarchy.
 Project and review “The Basics of Visual Hierarchy”.
Have student volunteers read definitions and talk about examples.
Closing Activity & Formative Assessment:
 Split students into pairs and provide them with a poster design to analyze.
Have student in partners number off the text in the poster based on its visual hierarchy
(1 – most prioritized text, 2 – second most prioritized, 3- third most prioritized, etc.)
 * Provide students with a good and bad poster design so a comparison can be made. Poor poster
design normally does not effectively utilize visual hierarchy to prioritize certain elements of the
design.

4. Lesson #2 – Gestalt Design Principles
Key Topic: How are Gestalt design principles used to create visual hierarchy and effective design?
Overall Expectations
A2. The Elements and Principles of Design: apply the elements
and principles of design to create art for the purpose of
communicating 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.
B3. Connections Beyond the Classroom: describe opportunities
and requirements for continued engagement in visual arts.
C1. Terminology: demonstrate an understanding of, and use of
correct terminology when referring to, elements, principles, and
other components related to visual arts.
C2. Conventions and Techniques: demonstrate an
understanding of conventions and techniques used in the
creation of art works.
Specific Expectations
A2.1 Explore how elements and principles of design can be used
to convey emotion and enhance personal expression, and use a
combination of these elements and principles to create art work
that express personal feelings and communicate specific emotions
to an audience.
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
B1.4 describe and reflect on the qualities of their own art works
and the works of others, and evaluate the effectiveness of these
works, using a variety of criteria
B3.1 Identify a variety of careers in fields related to visual arts.
C1.1 Demonstrate an understanding of the elements and
principles of design, and use terminology related to these
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, and use this terminology correctly and
appropriately when creating, analysing, and/or presenting art.
C2.1 Demonstrate an understanding of a wide variety of
techniques that artists use to achieve a range of specific effects.
Learning Goals:
Students will learn...
 what is Gestalt Psychology and how it has
shaped design.
 how Gestalt design principles (Proximity,
Similarity, Figure-Ground, Closure) are used
to create visual hierarchy and effective
design.
Success Criteria:
Students will show understanding by...
 identifying and analyzing how Gestalt
design principles (Proximity, Similarity,
Figure-Ground, Closure) are used to create
visual hierarchy, and be able to provide
examples.
 incorporating Gestalt design principles
(Proximity, Similarity, Figure-Ground,
Closure) into their culminating assignment:
Charity Poster Design, in order to create
visual hierarchy in their designs.
Materials and Resources:
 “GESTALT DESIGN PRINCIPLES”
Examples and definitions of proximity,
similarity, figure-ground and closure.
 “HOW TO LOOK AT DESIGN?”
Examples & Definitions Sheet
 Samples of good poster design
 Samples of bad poster design

5. Lesson #2 – Gestalt Design Principles
Key Topic: How are Gestalt design principles used to create visual hierarchy and effective design?
Teaching & Learning Strategies (Lesson Summary):
Introduction & Warm-Up Activity:
 Link to prior learning  Inquire with students: 1) What is visual hierarchy? and 2) What are some
ways visual hierarchy can be achieved in design? (Scale, Colour, Contrast, Alignment and Proximity).
The purpose of asking these questions is to review the last lesson on visual hierarchy and test
students’ ability to recall information from the last lesson.
Introduce Gestalt Design Principles:
 Review “GESTALT DESIGN PRINCIPLES” definitions and examples of proximity, similarity, figure-
ground and closure. Have student volunteers read out definitions and explain how each of the
elements has been used in the examples to create visual hierarchy.
Closing Activity & Formative Assessment:
 Divide students into groups of four or five.
 Each group provided with an example of good poster design, bad poster design and a Critical
Analysis Process Chart: “HOW TO LOOK AT DESIGN?”
 In groups students analyze the poster designs based on the critical analysis process and based on
their analysis, determine which of the two designs are more effective.
Key Questions:
 Describe: What sort of visual and textual information is provided in the poster design?
 Analysis: Which elements and principles of design are used? How?
How has visual hierarchy been achieved in the design?
Have any of the Gestalt design principles been incorporated?
 Interpretation: How does the design successfully, or unsuccessfully attempt to, communicate an
important message, idea of call of action?
 Evaluate: Has the design’s intended message been made clear or unclear?
What is your opinion and overall impression of the design? Is it effective? Why or why not?
Has enough textual and visual information been provided?
Is there anything that seems missing that would benefit the design in order to communicate
its intended message?

6. Lesson #3 – Creative Commons & Work Period
Key Topic: What are the legal and ethical issues around image appropriation?
Overall Expectations
C3. Responsible Practices: demonstrate an understanding
of responsible practices related to visual arts.
Specific Expectations
C3.1 demonstrate an understanding of legal and ethical
issues related to the appropriation of images, materials,
or ideas, or to the display of art works and apply legal
and ethical practices when appropriating images,
materials, and/or ideas to create art works.
Learning Goals:
Students will learn...
 how to find digital images online that
can be legally reused, appropriated
and/or modified (Attribution, Non-
commercial, Share Alike and Public
Domain).
Success Criteria:
Students will show understanding by...
 only using images with the following
licenses: Attribution, Non-commercial,
Share Alike and Public Domain, when
working on their culminating
assignment: Charity Poster Design.
Teaching & Learning Strategies (Lesson Summary):
Introduction & Warm-Up Activity:
 Present students with Creative Commons video
introduction:
https://creativecommons.org/licenses/
Demonstration of Creative Commons Images & Media:
 Demonstrate to students step by step how to
access digital images and media online that can
be legally reused, appropriated and/or modified
on websites such as creativecommons.org,
flickr.com and Google images. Students should
be following the steps as they are demonstrated
and taking notes if necessary.
Closing & Assessment:
 Students begin to search images to use towards
their culminating assignment: Charity Poster
Design - that can be legally reused, appropriated
and/or modified (Attribution, Non-commercial,
Share Alike and Public Domain).
Materials and Resources:
 https://creativecommons.org/
 https://www.flickr.com/creativecommo
ns
 https://www.google.ca (Google
Images)