|
|
- 1Display a poorly designed flyer on the projector (text overlapping images, misaligned text, clashing colours). Ask: 'What problems do you see with this document? What makes it hard to read?'
- 2Show a professionally designed invitation card next to it. Ask learners to spot the differences in 30 seconds and call them out.
|
- SECTION 1: UNDERSTANDING DESKTOP PUBLISHING ELEMENTS
- 1Define desktop publishing as 'the arrangement of text, images, and design elements on a page using software to create professional documents'. Write this on the board.
- 2Project a sample flyer for a school event (e.g. Sports Day at Accra Academy). Point out and label on screen: headline position (top centre), body text alignment (left-justified), image placement (right side), colour scheme (blue and white). Ask: 'Why do you think the image is on the right and not in the middle?'
- 3Distribute printed copies of three different desktop published documents: a business card, an advertisement from a local trader (e.g. Makola Market stall flyer), and an event invitation. Ask learners to identify where the title, main image, and contact details are positioned in each.
- 4Use real Ghanaian examples - a business card for a seamstress, a market trader's flyer, or a local chop bar menu card.
- SECTION 2: CRITIQUING DOCUMENT MECHANICS AND COLOUR
- 5Explain the four critique criteria: position (Where are text and images placed?), colour (Do colours match and attract attention?), mechanics (Are fonts consistent? Is spelling correct?), content accuracy (Is the information correct and complete?).
- 6Model a critique aloud: Open a sample flyer in LibreOffice Draw on screen. Say: 'The headline is positioned at the top in 28pt bold - good visibility. The main image is 4cm wide and positioned left of the body text - this guides the eye downward. The colour scheme uses orange and black - these contrast well for readability.' Then point to the contact details and say: 'But the phone number font is too small - that is a mechanics weakness.'
- 7In pairs, give Kwame and Akosua a printed advertisement for a local phone repair shop. Ask them to discuss and write down: one strength in how text is positioned, one weakness in colour choice, and one mechanics issue (e.g. misspelled word or inconsistent font size).
- 8Critique is the core skill here. Learners must evaluate, not just observe.
|
- 1Computer with LibreOffice Draw or similar desktop publishing software
- 2Projector and screen
- 33 printed sample documents (business card, market flyer, invitation card)
- 4Paper and pen for critique notes
|
- 1Ask: 'Which of the four criteria - position, colour, mechanics, or content accuracy - do you think is MOST important for a flyer? Why?' Collect 2-3 responses.
- 2Each pair shares one critique observation they wrote during the main activity with the class.
Exercise
- 1You receive a desktop published document (provide a printed sample or image). Critique it using all four criteria: describe the position of at least two text elements, identify the colour scheme, spot one mechanics issue, and confirm that the content is accurate. Write 4-5 sentences.
|
|
|
- 1Show two flyers side by side on the projector: one with poor positioning (text centred everywhere, no hierarchy) and one well-designed (headline prominent, images positioned strategically). Ask: 'Which one would you read first? Which one looks professional? What is the difference?'
- 2Quick peer check: Ask learners to turn to a partner and explain in one sentence what 'position' means in a desktop published document, using an example from Day 1's critique activity.
|
- SECTION 1: PLANNING A DESKTOP PUBLISHED DOCUMENT - ADVERTISEMENT BRIEF
- 1Announce: 'Today you will create a flyer advertisement for a local business. Kofi's family runs a kelewele stall at Madina Market. Your job is to design a one-page flyer that will attract customers.' Display the brief on screen: Business name (Kofi's Kelewele Corner), Contact details (Phone: 055-XXXX-XXXX, Location: Madina Market, Open: Mon-Sat 8am-6pm), Special offer (Buy 10 pieces, get 1 free), and one image (provide a stock image of kelewele or ask learners to insert placeholder text [Image of kelewele]).
- 2Distribute a planning template with prompts: Where will you place the business name? What size font? What colour will attract customers? Where will the image go? Where will the contact details be? Learners write rough notes in pairs (Yaw and Abena plan together, Fuseini and Ama plan together).
- 3Review one pair's plan on the board. Ask the class: 'Yaw put the business name in 36pt red at the top centre. Why is that a good choice? Does it match what we learned about position on Day 1?'
- 4Planning prevents chaotic documents. Learners who plan create better positioned, more professional work.
- SECTION 2: CREATING THE DOCUMENT - HANDS-ON DESIGN
- 5Open LibreOffice Draw (or Microsoft Publisher if available) on the projector. Start a blank A5 size page (flyer size). Model creating the flyer step by step: (1) Insert a text box at the top, type 'Kofi's Kelewele Corner' in 36pt bold red. (2) Ask: 'Should this be left-aligned, centred, or right-aligned? Why?' (Centred for impact on a flyer headline.) (3) Insert a second text box below for the tagline: 'Crispy, Spicy, Fresh Every Day!' in 20pt italic orange. (4) Insert an image placeholder (Insert > Image or draw a rectangle with [Image] text). Position it on the right, leaving space for contact details on the left.
- 6Learners now work individually at computers. Each learner creates a similar flyer for a different business: Abena designs for her mother's chop bar in Accra, Kwabena for a trotro service from Kumasi to Tema, Mariama for her uncle's tailoring shop in Tamale. Provide a template with text placeholders so learners focus on positioning and colour, not starting from scratch.
- 7As learners work, circulate and ask: 'Where did you position the phone number? Why? Can customers see it easily? Is the colour of your heading text visible against the background?' Provide real-time feedback on positioning choices.
- 8Individual creation is essential. Learners must apply positioning, colour, and mechanics independently. Use local business contexts to keep it relevant.
- SECTION 3: REVIEW, REFINE, AND SAVE
- 9After of creation, learners stop and self-review using the Day 1 critique framework. Ask them to check: (1) Is my headline positioned prominently? (2) Are my images and text positioned without overlap? (3) Did I use a consistent colour scheme (max 3 colours)? (4) Are all words spelled correctly and fonts consistent (max 2 font types)?
- 10Ask three learners to display their flyer on the projector each. The class gives one positive comment and one suggestion for improvement using the critique language from Day 1 (e.g. 'Abena, your headline is positioned well at the top, but I suggest making the phone number larger so it is easier to read.').
- 11Learners save their document with a clear filename: e.g. 'Abena_Chop_Bar_Flyer.odg'. Ensure files are saved to a shared folder for Day 3 review.
- 12Peer feedback models collaborative critique. Learners learn from each other's positioning choices and colour decisions.
|
- 1Computer/laptop with LibreOffice Draw or Microsoft Publisher (one per learner or pair)
- 2Projector and screen
- 3A5 paper templates (optional, for planning)
- 4Stock images of kelewele, chop bar, trotro, tailoring (or learners use [Image] text placeholders)
- 5Colour printing (optional, for final output)
|
- 1Ask two learners: 'Tell the class one design choice you made - where you positioned something or what colour you chose - and why it was important for your flyer.' (E.g. 'I put the business name in red at the top because red is eye-catching and the top is where people look first.')
- 2Ask the class: 'Raise your hand if you used the four criteria (position, colour, mechanics, content accuracy) while designing your flyer. How did thinking about these help you?'
Exercise
- 1Save your flyer and write a short reflection (5-7 sentences) answering: (1) What element did you position first and why? (2) What colour scheme did you choose and why is it suitable for your business? (3) What was one challenge you faced with positioning or design, and how did you solve it?
|
|
|
- 1Quick design speed challenge: Display three flyer headlines on screen with different fonts, sizes, and colours. Ask learners to vote with thumbs up/down for which is most eye-catching and why (in 1-2 words). This activates Day 2 learning on colour and positioning.
- 2Ask: 'Yesterday you created a flyer for a business. Today you will create something different - either a business card, an invitation card, or an advertisement poster. Why might each format need different positioning of text and images?' (E.g. a business card is small, so contact info must be large and clear; an invitation card has more space for images and decorative colour.)
|
- SECTION 1: CHOOSING AND PLANNING A NEW FORMAT
- 1Display three template examples on screen: (1) Business card (standard size: 85mm x 55mm, with name, role, phone, email, address positioned in compact rows), (2) Invitation card (A6 folded, with event details, date, location, RSVP positioned vertically), (3) Advertisement poster (A3, with large headline, multiple images, and body text flowing around them). Ask learners: 'Which format interests you most? What positioning challenges does it have?' (E.g. a business card has very little space, so every element must be essential.)
- 2Learners select a format and sketch a quick layout on paper. Kweku chooses to design an invitation for the School Sports Day, Hawa chooses a business card for a mobile money agent, Kofi chooses an A3 poster advertising a community health clinic. Ask each to describe their planned positioning aloud: where the title will go, where images fit, where contact details appear.
- 3Provide a checklist: 'For your chosen format, mark with a tick: [ ] I have a clear headline position [ ] My images are positioned without overlap [ ] My colour scheme uses 2-3 colours [ ] All text is legible (no tiny fonts) [ ] Contact details are easy to find.' Learners refer to this while designing.
- 4Format diversity shows that desktop publishing principles apply across document types. Positioning varies by size and purpose.
- SECTION 2: CREATING THE MULTI-FORMAT DOCUMENT
- 5Learners open LibreOffice Draw and create a new document in their chosen size (A5 for business card, A6 for invitation, A3 for poster). Model the first step for business cards on screen: Insert a rectangle shape for the card boundary (85mm x 55mm). Type the name 'Amina's Mobile Money Hub' in top-left corner, 16pt bold. Insert three text boxes below: 'Phone: 055-XXXX-XXXX', 'Email: amina@mtn.com', 'Location: Accra Central Market'. Ask: 'Should each be on a new line or side by side? Why?' (On new lines for clarity in small space.)
- 6Learners create their documents individually at computers. Provide a sentence prompt for each format to guide content: (Business card: Include name, title, phone, email, business name) (Invitation: Include event name, date, time, location, RSVP details) (Poster: Include headline, 2-3 images, body text about the event/service, contact details). Circulate and ask: 'How are you positioning this element? Is it easy to read? Does the colour help or distract?'
- 7After, ask learners to apply the four critique criteria to their own work: (1) Position: Are all elements positioned clearly without overlap? (2) Colour: Does my colour scheme work for the format and purpose? (3) Mechanics: Are fonts consistent and spelling correct? (4) Content: Is all required information present and accurate? Learners mark any issues on screen or on paper and make quick corrections.
- 8Working in different formats consolidates positioning principles. A business card demands tight positioning; a poster allows more creative space. Learners see that the principles are universal.
- SECTION 3: GALLERY WALK AND PEER PRESENTATION
- 9Print 3-4 sample documents (or display on screen if printing is not available) and arrange them on a table or display board. Learners do a silent gallery walk, observing each peer's design and writing one positive comment and one suggestion for improvement on a sticky note placed next to the document. Focus feedback on positioning and colour: 'Your headline position is strong because.' or 'I suggest repositioning the phone number because.'
- 10Call out four learners to present their document each: 'I created [format] for [business/event]. I positioned the [element] at [location] because [reason]. My colour scheme is [colours] to [effect].' Peers listen and the presenter responds to one sticky note feedback question.
- 11Learners save their final document with a clear filename including the format and business name (e.g. 'Kweku_SportsDay_Invitation.odg', 'Hawa_MoMo_BusinessCard.odg', 'Kofi_HealthClinic_Poster.odg'). Ask: 'Which document are you proud of and why?'
- 12Gallery walk and peer presentation build Communication and Collaboration competency. Learners hear and give professional feedback using the terminology from Days 1-2.
|
- 1Computer/laptop with LibreOffice Draw or Microsoft Publisher (one per learner)
- 2Projector and screen
- 3Business card, invitation card, and poster templates (or blank A5, A6, A3 pages)
- 4Stock images of businesses, events, or locations (kelewele, trotro, health clinic, Sports Day, market, Mobile Money Agent, etc.)
- 5Printer (optional, for gallery walk physical copies)
- 6Sticky notes for peer feedback
- 7Paper for quick layout sketches
|
- 1Ask the class: 'What is the most important lesson you learned this week about desktop publishing? Was it about positioning, colour, mechanics, or something else? Explain with an example from your own document.' Collect 2-3 responses and affirm the use of correct terminology (position, alignment, colour scheme, mechanics, critique).
- 2Exit reflection: Learners rate their confidence on positioning elements in a desktop published document using fingers (1 = not confident, 5 = very confident). Ask: 'Who moved to a 4 or 5 this week? What helped you improve?'
Exercise
- 1Create a final mixed-format task: You are hired to design marketing materials for a local business (e.g. Abena's chop bar in Accra or Yakubu's tailoring shop in Tamale). Design TWO of the following: (1) a business card with the owner's name, phone, and location, (2) a flyer advertising a special offer, or (3) an invitation to a grand opening event. For each document, explain in 3-4 sentences why you positioned the headline, image, and contact details where you did, and what colour scheme you chose and why.
|
