Course Profile Communications Technology,
Grade 10, Open, Catholic
Unit 1: Graphic Design and Production
Time: 22 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4
This unit introduces students to the graphics industry and the technology to communicate graphically through desktop-publishing systems and software, print production, and specialty printing. Students continue to expand knowledge of the elements and principles of design and apply these elements and principles throughout all the stages (design, layout, and production) required to produce a graphic product. Students produce printed copies using a variety of reproduction methods. Christian ethics and gospel values are reflected in all communicated messages throughout the various activities.
Ontario Catholic School Graduate Expectations: CGE1d, i; CGE2a, b, c, d, e; CGE3b, c, d, e; CGE4a, b, c, d, e, f; CGE5a, b, c, d, e, g, h; CGE6e; CGE7a, b, d, e, i, j.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01, TFV.03, TFV.04, SPV.01, SPV.03, SPV.04, ICV.01, ICV.02, ICV.03.
Specific Expectations: TF1.01, TF1.02, TF1.03, TF1.04, SP1.01, SP1.02, SP1.03, SP1.04, IC1.01, IC1.02, IC1.03, IC1.04, IC1.05.
|
Activity 1 |
Personal Stationery |
330 minutes |
|
Activity 2 |
Community Newsletter |
330 minutes |
|
Activity 3 |
Package Design – Videocassette Case |
330 minutes |
|
Activity 4 |
Specialty Printing Processes |
330 minutes |
A basic understanding of computer operations would be beneficial, but is not necessary for the completion of activities.
· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.
· Students are to observe and uphold copyright laws and the correct use of any copyrighted materials.
· Teachers address safety/censorship on the Internet at the start of the course by implementing their school board’s policies on appropriate student use and access to Internet services.
· Teachers should outline basic course expectations, policies, and procedures to the students at the start of the course. Provide students with the format for log/journal entries notebook organization.
· In this unit, students begin to add their best work to their portfolio (see Overview Appendix IV). The portfolio, although evaluated throughout, is examined for completeness at the end of the course. It would be useful to provide students with a portfolio checklist to help them keep track of their work.
· The teacher collects and provides examples created by other students to be used for discussion.
· The activities depend on available equipment. In order to ensure that activities are authentic, the contents of this unit should be adapted to the technology that is available locally.
· The teacher must provide a safe work environment for all students and must stress the correct and safe use of all equipment and materials.
· The teacher should investigate the software that is accessible and available at the school site or available through the board system.
· The activities explore a variety of graphic reproduction methods including desktop publishing, CAD programs, computer graphics, and, where available, offset and specialty printing processes.
· Teachers should investigate potential cross-curricular connections with other subject areas and community links.
· Teachers should refer to Unit 6, Activity 1, which should be completed at the start of this unit.
· Unit 6 can be most effectively delivered by the integration of topics throughout the unit.
· Classroom teachers work closely with the Student Services department to co-ordinate the planning of the unit.
· Students have the opportunity to explore a variety of career options in the Communications Technology field.
· Students should be introduced at the start of this unit to the format for career research that must be included in their Student Manuals (see Overview Appendix I). This content is used for their career presentation at the end of the course (see Appendix 6.1a).
· Each activity provides the opportunity for students to focus on specific career options and provides insights into the skills required for related professions. Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers).
Throughout the activities, the teacher will:
· monitor and observe all student/group activity;
· conference with students on an ongoing basis to provide assistance when problems arise;
· review project expectations;
· modify project activities to deal with the availability of equipment.
The teacher will encourage attitudes and values founded on Catholic social teachings, which promotes social responsibility, human solidarity, and the common good.
· Graphic design and production combines a variety of academic and applied learning strategies, including independent and group work, problem solving, co-operation, communication, time management, brainstorming new ideas, presenting, and report writing. The student-centred, activity-based mode of delivery provides opportunities to develop individual and group skills.
· Assessment and evaluation are based on testing, product development, and product delivery using a variety of media, and includes diagnostic, formative, and summative methods.
· Assessment is an ongoing daily process that includes: log/journal entries, portfolios, regular practical and theory tests and/or quizzes, activity worksheets and exercises, project evaluation criteria, student/group presentations, conferences, self and peer critiques, checklists, and rubrics.
Teacher-developed resources including handouts, worksheets, and activity sheets.
Samples of student work.
Manufacturer’s equipment manuals.
Software manuals and tutorial exercises.
Various samples of: printed stationery, community/marketing newsletters, packages/videocassette cases, and T-shirts.
The school Library/Resource Centre.
Barden, Robert and Michael
Hacker. Communication Technology. Canada: Nelson Canada, 1990.
ISBN 0-8273-3225-4
Braidwood, Barbara and Richard Cropp. Writing Magazine and Newspaper Articles. USA: Self Council Press, 1999. ISBN 1-5518-0193-0
Broekhuizen, Richard. Graphic
Communications. USA: Glencoe Macmillan/McGraw-Hill, 1995.
ISBN 0-0267-6305-2
Chambers, Karen. Print’s Best Letterheads & Business Cards. USA: RC Publications, Incorporated, 1998. ISBN 1-8839-1505-8
Guptill, W. Packaging Design. USA: Watson-Guptil Publications, Inc., 1996. ISBN 0-8230-6502-2
Ingram, Roy and Steve Kennedy.
The News. Toronto: Copp Clark Pitman Ltd., 1989.
ISBN 0-7730-4973-8
Johnson, Charles. Communication
Systems. USA: Goodheart-Wilcox Co., Inc., 1992.
ISBN 0-8700-6961-6
Karsnitz, John. Graphic Arts Technology. USA: Delmar Publishers Inc., 1984. ISBN 0-8273-1828-6
Mayers, H., and M. Lublliner. The Marketer's Guide to Successful Package Design. USA: NTC/Contemporary Publishing Company, 1998. ISBN 0-8442-3438-9
McCain, Ted. Designing for Communication: The Key to Successful Desktop Publishing. Eugene, Oregon: ISTE Publications, 1992. ISBN 1-5648-4012-3
Parsons, Bill. Pagemaker: Graphic Design with Pagemaker Version 5.0. USA: Delmar Publishers Inc., 1994. ISBN 0-8273-6451-2
Porozny, George H.J. Desktop Publishing: Design Basics and Applications. Toronto: Copp Clark Pitman Ltd., 1993. ISBN 0-7730-5218-6
Purst, Zeke. Graphic Communication: The Printed Image. USA: Goodheart-Wilcox Co., Inc., 1989. ISBN 0-8700-6961-6
Sanders, Mark. Communication Technology: Today and Tomorrow. Mission Hills, California, USA: Glencoe/McGraw-Hill, 1991. ISBN 0-0267-7111-X
Sandmann, Kathy. T-shirt Designs. USA: Sewing Productions, Incorporated, 1994. ISBN 0-9376-7901-1
Simone, Luisa. Publisher by
Design. Redmond Washington, USA: Microsoft Press, 1994.
ISBN 0-9805-2639-9
Swann, Alan. How to Understand and Use Design and Layout. Cincinnati, Ohio: North Light Books, 1999. ISBN 0-8913-4358-X
Taylor, Carol. The Great T-shirt Book & Kit: Make Your Own Spectacular, One of A Kind Designs. USA: Sterling Publishing Company, 1992. ISBN 0-8069-8798-0
Woodward, Cheryl. Starting and Running a Successful Newsletter or Magazine. USA: Nolo Press, 1998. ISBN 0-8733-7461-4
Step-by-Step Video. "Graphic Design: 1& 2." Step-by-Step Video, 1989. 45 min.
Step-by-Step Video. "Paste-Up: 1& 2." Step-by-Step Video, 1988. 45 min.
CAD Software
http://www.cadsoftware.comInternet tutorials
Canadian Catholic Organization
http://www.devp.org/
Canadian Catholic Organization for the development of peace
Company Newsletters
http://www.companynewsletters.com/newsread.htm
Newsletter publishing tips
Corel Corporation
http://www.corel.com/index.htm
Contains information about CorelDRAW™.
Desktop Publishing
http://www.desktoppublishing.com/linkus.html
Site contains helpful links to graphic utilities.
Glory Graphics
http://www.Glorygraphics.com
Christian T-shirt Designs
Graphic Arts Technical Foundation
http://www.gatf.org
Site contains educational information on the graphic arts.
Haines
http://www.haines2u.com
T-shirt Design
Managers Guide to Newsletters
http://www.Managersguide.com/Chap1.htm
Newsletter publishing information
Mirror Image
http://www.mirrorimage.com
T-shirt Designs and Screen Printing
Newsletter Publishing
http://www.NewsletterOnline.com
Newsletter publishing information.
Shirt Studio
http://www.t-shirtstudio.com
T-shirt Designs
Shirt Shopper
http://www.t-shirtshopper.com
T-shirt Designs
Silent Voice
http://www.silentvoice.ca
Service for deaf children, adults, and families.
Street Haven
http://www.streethaven.com/main.htm
Drop-in centre for women
St. Agustine’s Seminary
http://www.stagustines.on.ca
Seminary for training men for the priesthood
Time: 330 minutes
Students use the design, composition, and typographical principles to produce personal stationery products. They learn to prepare camera-ready art for print production using hand and computer graphics techniques. Using a variety of print reproduction methods, students safely achieve the desired finish of their designed work. A variety of print related careers are identified and explored during the many phases of project completion.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
An Effective Communicator who
CGE2b – reads, understands, and uses written materials effectively;
CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;
CGE2e – uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life.
A Reflective and Creative Thinker who
CGE3b – creates, adapts, and evaluates new ideas in light of the common good;
CGE3c – thinks reflectively and creatively to evaluate situations and solve problems.
Self-Directed, Responsible, Life Long
Learner who
CGE4b – demonstrates flexibility and adaptability;
CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills.
A Collaborative Contributor who
CGE5b – thinks critically about the meaning and purpose of work;
CGE5d – finds meaning, dignity, fulfillment, and vocation in work, which contributes to the common good;
CGE5e – respects the rights, responsibilities, and contributions of self and others;
CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Caring Family Member who
CGE6e – ministers to the family, school, parish, and wider community through service.
A Responsible Citizen who
CGE7a – acts morally and legally as a person formed in Catholic traditions;
CGE7b – accepts accountability for one’s own actions;
CGE7e – witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society;
CGE7i – respects the environment and uses resources wisely;
CGE7j – contributes to the common good.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01 – identify and describe the techniques used to produce print media;
TFV.04 – demonstrate understanding of electronic communication equipment;
SPV.01 – prepare camera-ready artwork for print and post-production;
SPV.04 – use computer graphics software competently;
ICV.01 - explain the benefits, risks, and ethics associated with communications technology;
ICV.02 – observe safety rules and regulations;
ICV.03 – identify career opportunities in the communications field.
Specific Expectations
TF1.01 – explain the techniques used to produce technical drawings and illustrations;
TF1.02 – identify basic composition and typographic principles;
TF1.03 – describe the characteristics of materials used in print production;
TF1.04 – describe printing and finishing processes;
SP1.01 – produce technical drawings and illustrations for printing;
SP1.02 – apply composition and typographic principles to produce camera-ready artwork for print production;
SP1.03 – produce printed copies using a variety of reproduction methods;
SP1.04 – apply finishing operations to printed products;
IC1.01 – identify strengths and weaknesses of graphic, electronic, and live communications;
IC1.02 – operate equipment safely;
IC1.03 – apply health and safety standards when using products and materials;
IC1.04 – identify career opportunities and develop appropriate education plans.
· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.
· Students are to observe and uphold copyright laws and correct use of copyrighted materials.
· Teachers implement their board’s policies on appropriate use and access to Internet services.
· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day.
· This activity combines computer graphics knowledge and the technical procedures that are performed to produce printed products.
· Teachers acquire and present a good selection of personal stationery items, such as business cards, letterhead, labels, envelopes, greeting cards, etc., to demonstrate the appeal and wide spread use of these items in everyday situations.
· An introduction and overview of how drawings and layouts are generated (both by hand and computerized methods) using the principles of composition and typography offers a good practical beginning.
· Teachers should develop design criteria based on available equipment and resources.
· Schools without offset printing capability may print using laser and/or colour printers.
· Schools with pre-press, press, and finishing equipment convert camera-ready copy to printing masters and produce printed copies using offset presses.
· Some designs may require the purchase of pre-printed stationery packages for specific printers (e.g., business cards) to attain the desired finished effect.
· Safety sheets and step-by-step instructions for operating industrial equipment need to be available to ensure students know and apply the safe operation techniques.
· Teachers provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions (see Unit 6). Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for speakers whose careers are in the Print technology area to share their education and career paths with students.
· Remind students to update the career research section of their Student Manual.
· An understanding of computer operations and the software programs needed to produce their project is preferred, but not required.
· Students should be able to use drafting instruments to produce manual layouts and should have mastered text entry and manipulation of images in the appropriate software.
· Students must be aware of general classroom safety and the safety precautions required when using all equipment.
Throughout this activity, the teacher will:
· monitor and observe all student/group activity;
· conference with students on an ongoing basis to provide assistance when problems arise;
· review project expectations;
· modify project activities to deal with the availability of equipment.
The teacher will encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.
· Teachers introduce samples of personal stationery and discuss how they were designed and finished. Through the examples, teachers should help students develop ideas of potential stationery designs.
· Design teams could be formed (e.g., one team designs personal business cards, another designs greeting cards, etc.). Each design team then generates the design criteria and specifications for their item.
· Students, through discussion with team members, make final design decisions in light of gospel values with an informed moral conscience.
· Teachers introduce and discuss with students the basic layout procedures involved in graphic production, including:
· the initial series of thumbnail sketches;
· a rough sketch to size developed from one thumbnail sketch;
· the comprehensive layout showing the finished design;
· the camera-ready mechanical or paste-up.
· Establish design review group sessions aimed at creating a positive environment for sharing ideas and concepts. Students should be encouraged to critique each other's work. The aim of each session is to gather a variety of views on how to enhance the material being produced, to proof read work to avoid errors, and to ensure that ethical standards and policies of communications technology, as well as gospel values, are met.
· Determine the reproduction method to be used (colour desktop printer or offset printing).
· For desktop reproduction outline the correct page set-up, layout, and colour that might be used by the student.
· For offset reproduction (if available), outline the pre-press operations required to convert camera-ready copy to film, stripping the masking sheet, and plate-making. Describe the printing press set-up (press paper set-up, mounting the plate, operating the press to produce a print, making adjustments to print position and quality), emphasize the safety procedures for every operation from pre-press to finishing.
· Students demonstrate proper use of computers and software effectively:
· Teacher observation – formal and informal;
· Personal communication – student-teacher conferencing.
· The proposal is in correct format and includes design brief, plus the knowledge and skills students are expected to learn:
· Performance assessment of assigned exercises.
· Students produce a minimum of four different ideas in thumbnail sketches. All thumbnails meet the criteria and agree with proposal.
· Students' critiques should demonstrate careful thought and offer positive and constructive direction:
· Personal communication through teacher critique.
· Rough sketch should demonstrate a resemblance to the most promising thumbnail sketch; comprehensive layout should reflect the exact form, style, and size of type and the shape and position of all other printing elements:
· Performance assessment of assigned exercises.
· Students assemble a project portfolio for submission containing the layout sheets (thumbnail sketches, rough sketch(s), comprehensive layout, and mechanical. In schools with pre-press capabilities, the portfolio should also contain the film or stripped masking sheet and a copy of the finished product:
· Performance assessment of portfolio and assigned exercises.
· A written technical report outlining the production overview of printed communications and a listing of career opportunities concludes this activity:
· Performance assessment of research project and finished project.
· Students using the desktop reproduction are evaluated on their correct choice and use of layout design, typography, colour, graphics, and design principles:
· Performance assessment of research project and finished project (see Appendices 1.1a and 1.1b).
· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.
· Special needs students are accommodated by using design templates found in most computer graphics programs. Those students requiring assistance in handling materials and sensitive equipment may benefit from peer assistance.
· All students should be encouraged to share knowledge and skills as peer mentors for software programs, and to guide other students during complex technical procedures.
· Layout stages may be omitted or expanded to accommodate different learners.
General
Teacher-developed resources including handouts, worksheets, and activity sheets.
Samples of student work.
Manufacturer’s equipment manuals.
Software manuals and tutorial exercises.
Various samples of printed stationery.
The school Library/Resource Centre.
Books
Barden, Robert and Michael
Hacker. Communication Technology. Canada: Nelson Canada, 1990.
ISBN 0-8273-3225-4
Broekhuizen, Richard. Graphic
Communications. USA: Glencoe Macmillan/McGraw-Hill, 1995.
ISBN 0-0267-6305-2
Chambers, Karen. Print’s Best Letterheads & Business Cards. USA: RC Publications, Incorporated, 1998. ISBN 1-8839-1505-8
Johnson, Charles. Communication
Systems. USA: Goodheart-Wilcox Co., Inc., 1992.
ISBN 0-8700-6961-6
Karsnitz, John. Graphic Arts Technology. USA: Delmar Publishers Inc., 1984. ISBN 0-8273-1828-6
Porozny, George H.J. Desktop Publishing: Design Basics and Applications. Toronto: Copp Clark Pitman Ltd., 1993. ISBN 0-7730-5218-6
Purst, Zeke. Graphic Communication, The Printed Image. USA: Goodheart-Wilcox Co., Inc., 1989. ISBN 0-8700-6961-6
Swann, Alan. How to Understand and Use Design and Layout. Cincinnati, Ohio: North Light Books, 1999. ISBN 0-8913-4358-X
Videos
Step-by-Step Video. "Graphic Design: 1& 2." Step-by-Step Video, 1989. 45 min.
Step-by-Step Video. "Paste-Up: 1& 2." Step-by-Step Video, 1988. 45 min.
Web Sites
Corel Corporation
http://www.corel.com/index.htm
Contains information about CorelDRAW™.
Desktop Publishing
http://www.desktoppublishing.com/linkus.html
Contains helpful links to graphic utilities.
Graphic Arts Technical Foundation
http://www.gatf.org
Contains educational information on the graphic arts.
Time: 330 minutes
As an introduction to graphic design and production, students use a design process to create a newsletter promoting a social justice issue important to their school community. Using layout procedures (thumbnail and rough sketches), students demonstrate an understanding of design principles in the manipulation of graphic and text objects, typography, and colour. Using image editing, drawing, and page layout applications in the production process, students develop familiarity with computer hardware and peripherals as well as how computers process text and image files. Research for this project involves organizations supported by ShareLife.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who
CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE1i – integrates faith with life.
An Effective Communicator who
CGE2a – listens actively and critically to understand and learn in light of gospel values;
CGE2b – reads, understands, and uses written materials effectively;
CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d – writes and speaks fluently one or both of Canada’s official languages.
A Reflective and Creative Thinker who
CGE3b – creates, adapts, and evaluates new ideas in light of the common good;
CGE3c – thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d – makes decisions in light of gospel values with an informed moral conscience;
CGE3e – adopts a holistic approach to life by integrating learning from various subject areas and experience.
A Self-Directed, Responsible, Life
Long Learner who
CGE4a – demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b – demonstrates flexibility and adaptability;
CGE4c – takes initiative and demonstrates Christian leadership;
CGE4e – sets appropriate goals and priorities in school, work, and personal life;
CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills.
A Collaborative Contributor who
CGE5a – works effectively as an interdependent team member;
CGE5c – develops one’s God-given potential and makes a meaningful contribution to society;
CGE5d – finds meaning, dignity, fulfillment, and vocation in work, which contributes to the common good;
CGE5e – respects the rights, responsibilities, and contributions of self and others;
CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Caring Family Member who
CGE6e – ministers to the family, school, parish, and wider community through service.
A Responsible Citizen who
CGE7b – accepts accountability for one’s own actions;
CGE7i – respects the environment and uses resources wisely;
CGE7j – contributes to the common good.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01 – identify and describe the techniques used to produce print media;
TFV.03 – identify and describe the processes of capturing still images;
TFV.04 – demonstrate understanding of electronic communication equipment;
SPV.01 – prepare camera-ready artwork for print and post-production;
SPV.03 – compose, capture, and process still images;
SPV.04 – use computer graphics software competently;
ICV.01 – explain the benefits, risks, and ethics associated with communications technology;
ICV.02 – observe safety rules and regulations;
ICV.03 – identify career opportunities in the communications field.
Specific Expectations
TF1.01 – explain the techniques used to produce technical drawings and illustrations;
TF1.02 – identify basic composition and typographic principles;
TF1.03 – describe the characteristics of materials used in print production;
TF1.04 – describe printing and finishing processes;
SP1.01 – produce technical drawings and illustrations for printing;
SP1.02 – apply composition and typographic principles to produce camera-ready artwork;
SPV.04 – use computer graphics software competently for print production;
SP1.03 – produce printed copies using a variety of reproduction methods;
SP1.04 – apply finishing operations to printed products;
IC1.01 – identify strengths and weaknesses of graphic, electronic, and live communications;
IC1.02 – operate equipment safely;
IC1.04 – identify career opportunities and develop appropriate education plans;
IC1.05 – demonstrate knowledge of ethical standards and policies for communications technology.
· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.
· Students are to observe and uphold copyright laws and correct use of copyrighted materials.
· Teachers implement their board’s policies on appropriate use and access to Internet services.
· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day.
· Teachers should have samples of various types of typography, digital images, and clipart.
· Teachers should have samples of different types of newsletters to illustrate the difference between a marketing and community newsletter.
· Students should have an understanding of the design process and layout procedures (thumbnail/rough sketches, etc.).
· Cross-curricular connections include Religion, Social Science, and English.
· Teachers provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions (see Unit 6). Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are related to this Community Newsletter activity to share their education and career paths with students.
· Remind students to update the career research section of their Student Manual.
· An understanding of computer operations and the software programs required for the production of a newsletter is preferred, but not essential.
· An understanding of the principles of design and how they may be applied to the project.
Throughout this activity, the teacher will:
· monitor and observe all student/group activity;
· conference with students on an ongoing basis to provide assistance when problems arise;
· review project expectations;
· modify project activities to deal with the availability of equipment.
The teacher will encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.
· Teachers direct students to research sources when more information is required and review project expectations.
· Students use a case study approach to research the various types of newsletters that are available.
· Students discuss the issues to be included in their newsletter. They may get involved in a small group to decide what might be included in the production.
· Students conference with the teacher during the development of the project.
· Teachers review the principles of design that would be appropriate for the project (refer to Appendix 4.2a for reference). Students apply problem solving and the design process to make appropriate decisions on their projects.
· Teachers relate the proper use of handling text and graphics. Students work independently to explore and research the topics they are interested in investigating. They should examine issues of spiritual understanding as it relates to them individually, in their families, and in their communities.
· Each student is evaluated on thumbnail sketches and rough work:
· Personal communication through student-teacher conferencing, ongoing verbal feedback;
· Performance assessment of assigned exercises.
· The selection of appropriate material is evaluated:
· Personal communication through student-teacher conferencing;
· Performance assessment of finished project.
· Correct grammar and spelling are checked and evaluated:
· Performance assessment of finished project.
· The final product is evaluated in terms of how well the student was able to accomplish their newsletter design. Correct use of layout design, colour, typography, and graphics layout is evaluated in terms of the principles of design:
· Performance assessment of finished project.
· How well the student conveys the message of the newsletters is examined:
· Performance assessment of finished project (see Appendix 1.2).
· Students evaluate the newsletter and reflect in a journal the positive and negative experiences they had designing the project:
· Personal communication – journal, teacher critique (see Overview Appendix VI);
· Reflection – self/peer and group assessment (see Overview Appendices II, III, and VI).
· Students are given anecdotal comments with suggestions for improving their newsletter:
· Personal communication through student-teacher conferencing, ongoing verbal feedback, and teacher critique.
· Skills students learned working on the computer and software are evaluated:
· Summative assessment of equipment worksheets and quizzes.
· Formative assessment of each student’s ability to work co-operatively in group situations:
· Students assess contributions of individual group members by completing daily log sheets;
· Personal communication through self and peer assessment.
· Self, peer, and group evaluation sheets are filled out at the end of the project:
· Reflection – self/peer assessment (see Overview Appendices II, III, and VI).
· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.
· Students can use the auto-content wizards to help them produce the newsletter.
· Students are given an opportunity to rewrite their newsletter after being checked by the teacher.
· Peer tutoring is provided for students who request extra help.
· Student-to-student discussion and teacher-to-student conferencing occur throughout the project.
· Flexible timelines are given to those who require them.
· Students with specific needs are allowed to use more graphics in their projects.
General
Teacher-developed resources including handouts, worksheets, and activity sheets.
Samples of student work.
Manufacturer’s equipment manuals.
Software manuals and tutorial exercises.
Various samples of community and marketing newsletters.
The school Library/Resource Centre.
Books
Braidwood, Barbara and Richard Cropp. Writing Magazine and Newspaper Articles. USA: Self Council Press, 1999. ISBN 1-5518-0193-0
Ingram, Roy and Steve Kennedy. The
News. Toronto: Copp Clark Pitman Ltd., 1989.
ISBN 0-7730-4973-8
McCain, Ted. Designing for Communication: The Key to Successful Desktop Publishing. Eugene, Oregon: ISTE Publications, 1992. ISBN 1-5648-4012-3
Parsons, Bill. Pagemaker: Graphic Design with Pagemaker Version 5.0. USA: Delmar Publishers Inc., 1994. ISBN 0-8273-6451-2
Porozny, George H.J. Desktop Publishing: Design Basics and Applications. Toronto: Copp Clark Pitman Ltd., 1993. ISBN 0-7730-5218-6
Sanders, Mark. Communication Technology: Today and Tomorrow. Mission Hills, California, USA: Glencoe/McGraw-Hill, 1991. ISBN 0-0267-7111-X
Simone, Luisa. Publisher by
Design. Redmond Washington, USA: Microsoft Press, 1994.
ISBN 0-9805-2639-9
Swann, Alan. How to Understand and Use Design and Layout. Cincinnati, Ohio: North Light Books, 1999. ISBN 0-8913-4358-X
Woodward, Cheryl. Starting and Running a Successful Newsletter or Magazine. USA: Nolo Press, 1998. ISBN 0-8733-7461-4
Web Sites
Canadian Catholic Organization
http://www.devp.org/
Canadian Catholic Organization for the development and peace
Company Newsletter
http://www.companynewslettere.com/newsread.htm
Newsletter publishing tips
Managers Guide to Newsletters
http://www.Managersguide.com/Chap1.htm
Newsletter publishing information
Newsletter Publishing
http://www.NewsletterOnline.com
Newsletter publishing information
Silent Voice
http://www.silentvoice.ca
Service for deaf children, adults, and families.
Street Haven
http://www.streethaven.com/main.htm
Drop-in centre for women
St. Agustine’s Seminary
http://www.stagustines.on.ca
Seminary for training men for the priesthood
Time: 330 minutes
Students investigate the components of package design and fabrication. They apply computer and manual drafting techniques to design and draft a videocassette case complete with folds and tabs. They develop an understanding of drafting techniques including orthographic projection and drawing to scale. Students design appropriate graphics for all sides of the case using computer graphics software.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who
CGE1i – integrates faith with life.
An Effective Communicator who
CGE2a – listens actively and critically to understand and learn in light of gospel values;
CGE2b – reads, understands, and uses written materials effectively;
CGE2c – presents information and ideas clearly and honestly and with sensitivity to others.
A Reflective and Creative Thinker who
CGE3b – creates, adapts, and evaluates new ideas in light of the common good;
CGE3c – thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d – makes decisions in light of gospel values with an informed moral conscience.
A Self-Directed, Responsible, Life
Long Learner who
CGE4a – demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b – demonstrates flexibility and adaptability;
CGE4c – takes initiative and demonstrates Christian leadership;
CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills.
A Collaborative Contributor who
CGE5a – works effectively as an interdependent team member;
CGE5c – develops one’s God-given potential and makes a meaningful contribution to society;
CGE5f – exercises Christian leadership in the achievement of individual and group goals;
CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Responsible Citizen who
CGE7b – accepts accountability for one’s own actions;
CGE7i – respects the environment and uses resources wisely.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.04 – demonstrate understanding of electronic communication equipment;
SPV.04 – use computer graphics software competently;
ICV.01 – explain the benefits, risks, and ethics associated with communications technology;
ICV.03 – identify career opportunities in the communications field.
Specific Expectations
TF1.01 – explain the techniques used to produce technical drawings and illustrations;
TF1.02 – identify basic composition and typographic principles;
SP1.01 – produce technical drawings and illustrations for printing;
IC1.01 – identify strengths and weaknesses of graphic, electronic, and live communications;
IC1.04 – identify career opportunities and develop appropriate education plans;
IC1.05 – demonstrate knowledge of ethical standards and policies for communications technology.
· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.
· Students are to observe and uphold copyright laws and correct use of copyrighted materials.
· Teachers implement their board’s policies on appropriate use and access to Internet services.
· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day and outlining any future needs that this activity requires.
· Teachers should prepare quick reference sheets for CorelDRAW™ and design software.
· Teachers need to prepare review handouts on manual technical drawing (how to use the instruments, object and construction lines, scale, etc.).
· The best way to organize the activity is to start with manual drafting review and techniques (pencil, scale or ruler, paper) and progress to computer aided drafting (design software) and computer graphics (CorelDRAW™).
· Teachers provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions (see Unit 6). Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are related to the Package Design Industry to share their education and career paths with students.
· Remind students to update the career research section of their Student Manual.
· Drafting to scale – students should be able to draft to scale using pencil and ruler.
· Computer – students should have a basic knowledge of computer-assisted drafting and computer graphic software from previous activities in Integrated Technology.
Throughout this activity, the teacher will:
· monitor and observe all student/group activity;
· conference with students on an ongoing basis to provide assistance when problems arise;
· review project expectations;
· modify project activities to deal with the availability of equipment.
The teacher will encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.
· Teachers should introduce samples of package designs and discuss how they were designed and assembled. Sample packages are taken apart to show folds, tabs, and glue seams.
· Show samples of videocassette covers and outline the process of their development.
· Introduce the concepts of establishing shape, size, and proportions for package design. Teachers should discuss and review the elements of technical drawing and of development drawings for packaging.
· Review software use for drafting and computer graphics.
· The teacher introduces the criteria for this activity.
· Students work through packaging exercises and design their videocassette package.
· Students bring packages into the classroom and try to draw them with all tabs and folds without taking them apart. Packages are then taken apart to see how accurately they were sketched. If not, students re-draw the package.
· Students take two other three-dimensional objects and draw the development drawing of the object (scale 1:1) on cardboard, adding any tabs and glue seams required, and put them together.
· Upon completion of the packaging exercises, students design, draft (by hand or on computer), and fabricate a videocassette case complete with graphics on all sides.
· The teacher meets with students throughout to deal with questions and/or problems that may arise. Students are encouraged to share their ideas with others. Teacher-student conferencing leads to final approval of package design.
· Students layout their design, add computer graphics, and assemble their package design.
· Software tutorial exercises are assessed:
· Performance assessment of assigned exercises and worksheets.
· Summative assessment of equipment worksheets and quizzes:
· Performance assessment of assigned exercises and worksheets;
· Paper and pencil tests.
· Each student is evaluated on thumbnail sketches and technical drawings developed for the design of the videocassette cover:
· Performance assessment of assigned exercises.
· Students are assessed on their ability to make decisions in light of gospel values with an informed conscience:
· Personal communication through student-teacher conferencing;
· Reflection – self/peer assessment – log/journal entries.
· Roving conferencing:
· Personal communication through student-teacher conferencing.
· Formative assessment of each student’s ability to work co-operatively in group situations:
· Students assess contributions of individual group members by completing daily log sheets;
· Personal communication – self/peer assessment.
· Self, peer, and group evaluation sheets are filled out at the end of the project:
· Reflection – self/peer and group assessment, log/journal entries (see Overview Appendices II, III, IV, and VI).
· The final product will be evaluated in terms of the correct use the principles of design, layout, colour, typography and graphics:
· Performance assessment of finished project (see Appendix 1.3b).
· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.
· Students may be grouped or allowed to work alone.
· Project requirements can be modified. Students may: manually draft packages, hand draw graphics, and/or use prefabricated cassette covers to add graphics.
· Students should be encouraged to develop more detailed cassette covers with tabs, lock, added computer graphics (such as GIFs that they designed as backgrounds and as part of an animation or video project).
· Students should be encouraged to develop other packages and act as peer mentors for software programs
· Students with special needs can be provided appropriate timelines for completion.
· Student-to-student discussion and teacher-to-student conferencing should occur throughout the project.
· Students act as peer tutors for those students who need extra help.
General
Teacher-developed resources including handouts, worksheets, and activity sheets.
Samples of student work.
Manufacturer’s equipment manuals.
Software manuals and tutorial exercises.
Various samples of packaging designs.
The school Library/Resource Centre.
Books
Guptill, W. Packaging Design. USA: Watson-Guptil Publications, Inc., 1996. ISBN 0-8230-6502-2
Mayers, H. and M. Lublliner. The Marketer's Guide to Successful Package Design. USA: NTC/Contemporary Publishing Company, 1998. ISBN 0-8442-3438-9
Porozny, George. Desktop Publishing: Design Basics and Applications. Toronto: Copp Clark Pitman Ltd., 1993. ISBN 0-7730-5218-6
Sanders, M. Communication Technology: Today and Tomorrow. Mission Hills, California: Glencoe/McGraw-Hill, 1991. ISBN 0-0267-7110-1
Web Sites
CAD Software
http://www.cadsoftware.com
Internet tutorials
Time: 330 minutes
Students design and print garments using the photo-direct heat transfer method of screen-printing. They apply typography and design principles to generate designs using hand and computer techniques. Students learn to convert copy to various garments, T-shirts, sweatshirts, bags, and mouse pads by using a heat transfer method or computer-controlled cutting machines. Throughout the activity, students observe safety regulations in the safe handling of equipment.
Ontario Catholic School Graduate
Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who
CGE1d – develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE1i – integrates faith with life.
An
Effective Communicator who
CGE2a – listens actively and critically to understand and learn in light of gospel values;
CGE2b – reads, understands, and uses written materials effectively;
CGE2c – presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d – writes and speaks fluently one or both of Canada’s official languages.
A Reflective and Creative Thinker who
CGE3b – creates, adapts, and evaluates new ideas in light of the common good;
CGE3c – thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d – makes decisions in light of gospel values with an informed moral conscience;
CGE3e – adopts a holistic approach to life by integrating learning from various subject areas and experience.
A Self-Directed, Responsible, Life
Long Learner who
CGE4a – demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b – demonstrates flexibility and adaptability;
CGE4c – takes initiative and demonstrates Christian leadership;
CGE4d – responds to, manages, and constructively influences change in a discerning manner;
CGE4f – applies effective communication, decision-making, problem-solving, time, and resource management skills.
A Collaborative Contributor who
CGE5a – works effectively as an interdependent team member;
CGE5c – develops one’s God-given potential and makes a meaningful contribution to society;
CGE5e – respects the rights, responsibilities, and contributions of self and others;
CGE5g – achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
CGE5h – applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.
A Caring Family Member who
CGE6e – ministers to the family, school, parish, and wider community through service.
A Responsible Citizen who
CGE7b – accepts accountability for one’s own actions;
CGE7d – promotes the sacredness of life;
CGE7e – witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society;
CGE7g – respects and understands the history, cultural heritage and pluralism of today’s contemporary society;
CGE7i – respects the environment and uses resources wisely;
CGE7j - contributes to the common good.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01 – identify and describe the techniques used to produce print media;
TFV.03 – identify and describe the processes of capturing still images;
TFV.04 – demonstrate understanding of electronic communication equipment;
SPV.01 – prepare camera-ready artwork for print and post-production;
SPV.03 – compose, capture, and process still images;
SPV.04 – use computer graphics software competently;
ICV.01 – explain the benefits, risks, and ethics associated with communications technology;
ICV.02 – observe safety rules and regulations;
ICV.03 – identify career opportunities in the communications field.
Specific Expectations
TF1.01 – explain the techniques used to produce technical drawings and illustrations;
TF1.02 – identify basic composition and typographic principles;
TF1.03 – describe the characteristics of materials used in print production;
TF1.04 – describe printing and finishing processes;
SP1.01 – produce technical drawings and illustrations for printing;
SP1.02 – apply composition and typographic principles to produce camera-ready artwork for print production;
SP1.03 – produce printed copies using a variety of reproduction methods;
SP1.04 – apply finishing operations to printed products;
IC1.01 – identify strengths and weaknesses of graphic, electronic, and live communications;
IC1.02 – operate equipment safely;
IC1.03 – apply health and safety standards when using products and materials;
IC1.04 – identify career opportunities and develop appropriate education plans;
IC1.05 – demonstrate knowledge of ethical standards and policies for communications technology.
· It is expected that all student work contain positive images of race, gender, and religion. Stereotypes, acts of violence, sexual themes, or use of profanity in student work is unacceptable.
· Students are to observe and uphold copyright laws and correct use of copyrighted materials.
· Teachers implement their board’s policies on appropriate use and access to Internet services.
· Students are expected to keep a daily log sheet recording brief notes of their accomplishments each day and outlining any future needs that this activity requires.
· Teachers provide students with various styles of typography and digital images that might be used; samples would be helpful.
· Teachers need to make students aware of the typographical effects available in design software and how they can be applied to a graphic to create design changes.
· Equipment includes: heat transfer machines, transfer printer, vinyl cutting machine, digital camera, scanner, colour printer, and software.
· Cross-curricular connections include English, Religion, and Art.
· Teachers provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions (see Unit 6). Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers whose careers are related to the T-shirt Design industry to share their education and career paths with students.
· Remind students to update the career research section of their Student Manual.
· An understanding of computer operations and the software programs needed to produce the project is preferred, but not required.
· Students understand the principles of design in order to apply these to their design.
· Students must be aware of general classroom safety and the safety precautions required when using all equipment.
Throughout this activity, the teacher will:
· monitor and observe all student/group activity;
· conference with students on an ongoing basis to provide assistance when problems arise;
· review project expectations;
· modify project activities to deal with the availability of equipment.
The teacher will encourage attitudes and values founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.
· Show students samples of T-shirt designs.
· Students may choose to form design teams with classmates.
· Students investigate the existing T-shirt marketplace. They may bring in their own T-shirts or look at samples provided by the teacher. They discuss, with the class or in small groups, the possible design alternatives.
· Teachers encourage students to use the problem-solving process to find a final solution to their design. Students create thumbnail sketches of possible solutions for their T-shirt design.
· Teachers provide lessons on the safe and proper use of all the equipment and software required for completion of this activity.
· Students are directed to various software tutorials to develop skills in file and graphic manipulation.
· Through discussion with the teacher, students discuss their design solutions and implement potential design modifications. They explore the possibility of creating a design that reflects anti-discrimination, equity/social justice, conflict resolution/violence prevention, or other issue that makes a social statement in keeping with the gospel values.
· Teachers conference with students on a regular basis to consider potential design solutions and problems that occur with both software and equipment.
· Each student is evaluated on the thumbnail sketches they develop for their design of the T-shirt:
· Performance assessment of assigned exercises and worksheets.
· Software tutorial exercises are assessed:
· Performance assessment of assigned exercises and worksheets.
· Summative assessment of equipment worksheets and quizzes:
· Performance assessment of assigned exercises and worksheets;
· Paper and pencil tests.
· Students are assessed on how well they used and understood the design process and print process:
· Personal communication through teacher-student conferencing;
· Teacher observation both formal and informal.
· The final product is evaluated in terms of how well the student was able to accomplish their designed T-shirt. The overall layout design, typography, colour use, safety, and effective message are used to evaluate:
· Performance assessment of finished project.
· Formative assessment of each student’s ability to work co-operatively in group situations:
· Students assess contributions of individual group members by completing daily log sheets;
· Self, peer, and group evaluation sheets are filled out at the end of the project;
· Personal communication – self/peer and group assessment (see Overview Appendices II, III, and IV);
· Reflection – daily log/journal entries (see Overview Appendices VI).
· Summative assessment of the concepts and techniques utilized in this activity:
· Performance assessment of exercises, worksheets ,and finished project;
· Paper and pencil tests.
· Students are assessed on their ability to make decisions in light of gospel values with an informed conscience:
· Teacher observation both formal/informal;
· Reflection – log/journal entries.
· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.
· Students with special needs can be given appropriate timelines for completion.
· Peer tutoring is given to those students who need extra help.
· Student-to-student discussion and teacher-to-student conferencing should occur throughout the project.
· Peer tutors assist special needs students with the handling of equipment.
· For enrichment, students may use this technology to develop an entrepreneurial opportunity for the community, another subject area, or the school.
General
Teacher-developed resources including handouts, worksheets, and activity sheets.
Samples of student work.
Manufacturers equipment manuals.
Software manuals and tutorial exercises.
Various samples of T-shirt designs.
The school Library/Resource Centre.
Books
Sandmann, Kathy. T-shirt Designs. USA: Sewing Productions, Inc., 1994. ISBN 0-93767901-1
Taylor, Carol. The Great T-shirt Book & Kit: Make Your Own Spectacular, One of A Kind Designs. USA: Sterling Publishing Company, 1992. ISBN 0-8069-8798-0
Sanders, Mark. Communication: Technology Today and Tomorrow. USA: Glencoe/McGraw-Hill, 1991. ISBN 0-0267-7110-1
Web Sites
Glory Graphics
http://www.Glorygraphics.com
Christian T-shirt Designs
Haines
http://www.haines2u.com
T-shirt Design
Mirror Image
http://www.mirrorimage.com
T-shirt Designs and Screen Printing
Shirt Studio
http://www.t-shirtstudio.com
T-shirt Designs
Shirt Shopper
http://www.t-shirtshopper.com
T-shirt Designs
Each of these technical steps requires careful study and preparation of the facility.
· Mechanical layouts must be error free and contain all necessary trim, register, and centre lines.
· Cover sheet should be attached to protect elements from dirt.
· Pre-press image conversion includes the production of a line negative from the camera-ready mechanical, film repairs and stripping the mask, and plate making.
· Line negatives should be of the proper density and contain minimal pinholes.
· Film flaws must be repaired with the proper materials.
· Film must be attached (stripped) in position on the masking sheet to produce a printing plate.
· Printing of the plate requires the careful and safe handling of sensitive equipment.
· Students must observe safety and operating procedures as outlined by the machine manufacturer.
· Printing image must be positioned on the paper as planned on the mechanical layout, all adjustments are to be made when the printing press is stopped.
· Copies are printed with consistent ink density and minimum waste of paper.
· Printing press is cleaned after use; printed sheets are carefully stored. Printed copies are finished the day after printing (cut, folded, stapled, etc.).
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ |
- is able to identify and describe few of the techniques used to produce print media |
- is able to identify and describe some of the techniques used to produce print media |
- is able to identify and describe most of the techniques used to produce print media |
- is able to identify and describe all of the techniques used to produce print media |
|
Thinking/Inquiry |
- demonstrates limited understanding of electronic communication equipment |
- demonstrates moderate understanding of electronic communication equipment |
- demonstrates understanding of most of the electronic communication equipment |
- demonstrates a thorough understanding of electronic communication equipment |
|
IC1.04 |
- identifies career opportunities and developed an appropriate education plan with limited effectiveness |
- identifies career opportunities and developed an appropriate education plan with moderate effectiveness |
- identifies career opportunities and developed an appropriate education plan with considerable effectiveness |
- identifies career opportunities and developed an appropriate education plan with a high degree of effectiveness |
|
Communication |
- communicates graphic information with limited clarity |
- communicates graphic information with moderate clarity |
- communicates graphic information with considerable clarity |
-communicates graphic information with a high degree of clarity |
|
Application SPV.04 |
- uses computer graphics software with limited effectiveness |
- uses computer graphics software with moderate effectiveness |
- uses computer graphics software with considerable effectiveness |
- uses computer graphics software with a high degree of effectiveness |
|
ICV.02, IC1.02, IC1.03 |
- operates equipment safely and correctly only with supervision |
- operates equipment safely and correctly with some supervision |
- operates equipment safely and correctly |
- demonstrates and promotes the safe and correct procedures when operating equipment |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ |
- demonstrates
limited knowledge identifying and describing the techniques of producing
print media and the use of basic composition principles |
- demonstrates
some knowledge identifying and describing the techniques of producing print
media and the use of basic composition principles |
- demonstrates
considerable knowledge identifying and describing the techniques of producing
print media and the use of basic composition principles |
- demonstrates
a high ability to identify and describe the techniques used to produce print
media and the use of basic composition principles |
|
Thinking/ |
- applies few
principles of design and inquiry while using the computer and software
competently |
- applies some
principles of design and inquiry while using the computer and software
competently |
- applies most
principles of design and inquiry while using the computer and software
competently |
- applies all
or almost all principles of design and inquiry while using the computer and
software competently |
|
Communication |
- communicates
information with a limited degree of clarity and knowledge of the ethical
standards and policies used in communications technology |
- communicates
information with some degree of clarity and knowledge of the ethical
standards and policies used in communications technology |
- communicates
information with a considerable degree of clarity and knowledge of the
ethical standards and policies used in communications technology |
- communicates
information with a high degree of clarity and knowledge of the ethical
standards and policies used in communications technology |
|
Application |
- demonstrates
limited ability to compose, capture, and process images in print production |
- demonstrates
some ability to compose, capture, and process images in print production |
- demonstrates
a considerable ability to compose, capture, and process images in print
production |
- demonstrates
a high ability to compose, capture, and process images in print production |
|
OCSGD |
- demonstrates
limited ability to integrate the Catholic faith tradition, in the critical
analysis of arts, media, technology, and information systems, to enhance the
quality of life |
- demonstrates
some ability to integrate the Catholic faith tradition, in the critical
analysis of arts, media, technology, and information systems, to enhance the
quality of life |
- demonstrates
considerable ability to integrate the Catholic faith tradition, in the
critical analysis of arts, media, technology, and information systems, to
enhance the quality of life |
- demonstrates
and integrates thoroughly the Catholic faith tradition, in the critical
analysis of arts, media, technology, and information systems, to enhance the
quality of life |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Development Drawing
A development drawing can be described as the true shape of a flat piece of material needed to make a three-dimensional object. They are often referred to as developments.
Videocassette cases come in a variety of formats, including coloured plastic, clear plastic, and cardboard. You will create a cardboard cassette cover for one of your video projects.
Getting Started Exercise:
· Using the packages you brought to class, draw them with all tabs and folds (do not take the packages apart).
· Upon completion of your drawings, take the packages apart to see how accurately they were sketched (if not re-draw the package).
· Practise with some of the other (at least two) three-dimensional objects and draw the development drawing of the object (scale 1:1) on cardboard, adding any tabs and glue seams required, and put them together.
Guidelines:
· Measure a videocassette to understand exactly how big your package needs to be.
· Develop some rough drawings of how you would like the package to be shaped and how the cassette id taken out of the case.
· Draft the cassette case development drawing (by hand or on computer), showing all tabs, folds, and glue seams using proper drafting conventions.
· Create thumbnail sketches of the graphics for each side of the cassette case (you must have graphics on all sides).
· Create your graphics using computer software (you may scan them into the computer but they must be original images, not copyrighted material).
Put It All Together:
· Print out your drafting and graphics.
· Lay out the draft plan on bristol board and cut out with scissors or X-acto knife.
· Fold all tabs neatly (use a ruler) and glue together ensuring that edges are straight.
· Make sure that the videocassette fits into case (if not redo) before adding graphics.
· Glue computer graphics onto cassette cover.
Hand In:
· all drafting and sketching (hand drawn and computer generated);
· final videocassette cover design with graphics on all sides.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ |
- demonstrates
limited ability to identify, describe, and explain the techniques used to
produce technical drawings and illustrations |
- demonstrates
some ability to identify, describe, and explain the techniques used to
produce technical drawings and illustrations |
- demonstrates
considerable ability to identify, describe, and explain the techniques used
to produce technical drawings and illustrations |
- demonstrates
a high ability to identify, describe, and explain the techniques used to
produce technical drawings and illustrations |
|
TF1.01 |
- demonstrates
limited understanding of concepts |
- demonstrates
some understanding of concepts |
- demonstrates
considerable understanding of concepts |
- demonstrates
thorough and insightful understanding of concepts |
|
Thinking/ |
- uses thinking
skills with limited effectiveness |
- uses
thinking skills with moderate effectiveness |
- uses
thinking skills with considerable effectiveness |
- uses
thinking skills with a high degree of effectiveness |
|
TF1.09 |
- applies few
of the skills involved in an inquiry/design process |
- applies some
of the skills involved in an inquiry/design process |
- applies most
of the skills involved in an inquiry/design process |
- applies all
or almost all of the skills involved in an inquiry/design process |
|
Communication |
- communicates
information with limited clarity |
- communicates
information with moderate clarity |
- communicates
information with considerable clarity |
- communicates
information with a high degree of clarity and with confidence |
|
SP1.01 |
- uses
language, symbols, and visuals with limited accuracy and effectiveness |
- uses
language, symbols, and visuals with some accuracy and effectiveness |
- uses
language, symbols, and visuals with considerable accuracy and effectiveness |
- uses
language, symbols, and visuals with a high degree of accuracy and
effectiveness |
|
Application |
- applies
ideas and skills in familiar contexts with limited effectiveness |
- applies
ideas and skills in familiar contexts with moderate effectiveness |
- applies ideas
and skills in familiar contexts with considerable effectiveness |
- applies
ideas and skills in familiar contexts with a high degree of effectiveness |
|
SPV.04 |
- transfers
concepts, skills, and procedures to new contexts with limited effectiveness |
- transfers
concepts, skills, and procedures to new contexts with moderate effectiveness |
- transfers
concepts, skills, and procedures to new contexts with considerable
effectiveness |
- transfers
concepts, skills, and procedures to new contexts with a high degree of
effectiveness |
|
IC1.04 |
- makes
connections with limited effectiveness |
- makes
connections with moderate effectiveness |
- makes
connections with considerable effectiveness |
- makes
connections with a high degree of effectiveness |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.