Skills
- Perform image management procedures.
- Demonstrate professional visual communication skills.
Resources:
Textbook: Adobe Photoshop CC: Classroom in a BookAdobe TV: http://tv.adobe.com/
For some industry information on Web banner advertising, visit these links:
Web Banner
OVERVIEW
Designing a bold and effective Web banner ad is a special skill. A lot of planning and creativity can go in to the design of a very small space. It’s not just about looking good, it’s about grabbing attention and influencing behavior. Really, all advertising is about that though. What’s different about Web ads, is their effectiveness and success at influencing behavior can actually be measured in real time. Simply put, if the viewer does not click on the ad, it did not do its job.Through use of an application like Photoshop, you can design a dynamic, attention-getting Web ad. Color, image, texture, typography and motion can all be used in Photoshop to create the ad. But the concept and the design is really what drives the success. A successful Web ad needs to have a clear message, a dynamic visual appeal, and a call to action. It must say—figuratively, if not literally— “Click Here!”
OBJECTIVE
In this project you should be able to:
- Create and adjust frames
- Tween an animation
- Loop an animation
- Optimize the animation for the web
REQUIREMENTS
Design an animated Web banner advertisement containing image, typography, iconography, and motion. The ads should bring attention to a product or idea that you feel passionately about. Your Web ads must be two of the following standard sizes:
- 728px X 90px (Leaderboard)
- 336px X 280px (Large Rectangle)
Your Web ads must include:
- a background layer with color, image or texture
- a dominant image
- a headline and concept
- a clear message
- a logo
- a call to action
- motion animation
- fade in or fade out animation
- good timing, pacing and loop
You will submit the Web Banner:
- original, fully layered PSD file
- web-ready animated GIF file
IDEAS/EXAMPLES
ASSESSMENT
You will be graded on both your technical use of Photoshop (layers, type, effects, frame animation, etc.) AND your design concept and visual communication. (Points will be deducted for lateness.)
| Criteria |
10 – 9 |
8 – 6 |
5 – 3 |
2 – 0 |
Points |
| Technical Skill | The student’s work demonstrates exceptional technical skills for animating in Photoshop. | The student’s work demonstrates good technical skills for animating in Photoshop. | The student’s technical skill in animating in Photoshop needs some work. | The student shows a poor technical skill in animating in Photoshop. Should seek more help. | |
| Requirements | The student followed all of the guidelines when creating the banner ad. | The student followed most of the guidelines when creating the banner ad. | Some of the requirements are missing for the project to be complete. | Most of the requirements of the project are not met. | |
| Call to Action | The author has made an exceptional attempt to make the content of this banner interesting to the people for whom it is intended. | The author has tried to make the content of this banner interesting to the people for whom it is intended. | The author has put lots of information in the banner but there is little evidence that the person tried to present the information in an interesting way. | The author has provided only the minimum amount of information and has not transformed the information to make it more interesting to the audience | |
| Graphics | Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding. | Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding. | Graphics are related to the theme/purpose of the site, and are of good quality. | Graphics seem randomly chosen, are of low quality, OR distract the reader. | |
| Time Management | Student always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. | Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. | Student usually uses classroom project time well, but occasionally distracts others from their work. | Student does not use classroom project time well OR typically is disruptive to the work of others. | |
|
Total |
|||||