Course Profile Communications Technology,
Grade 10, Open, Public
Unit 1: Graphic Design and Production
Time: 22 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4
This unit introduces students to the technology to communicate graphically through desktop-publishing systems and software, print production methods, and specialty printing. Students learn and apply the elements and principles of design by creating thumbnail sketches, rough sketches, comprehensive layouts, and camera-ready artwork to produce printed materials. Safety, print media influences, careers, and educational planning are explored.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01G, TFV.03G, TFV.04G, SPV.01G, SPV.03G, SPV.04G, ICV.01G, ICV.02G, ICV.03G.
Specific Expectations: TF1.01G, TF1.02G, TF1.03G, TF1.04G, SP1.01G, SP1.02G, SP1.03G, SP1.04G, IC1.01G, IC1.02G, IC1.03G, IC1.04G, IC1.05G.
|
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 |
All activities in this unit require students to employ a variety of knowledge and skills. Students must demonstrate knowledge of shop safety when using tools and equipment, and handling chemicals and materials. Successful completion of the memo pad activity from the Integrated Technologies, Communications unit is preferred but not required.
· The activities in this unit require computer graphics knowledge of hardware, peripherals, and software along with the knowledge and skills of operating production equipment.
· The activities depend on the equipment that is available in the school. To ensure that activities are authentic, this unit should be adapted to technology that is available locally.
· Teachers need to be familiar with the communications processes and systems required to produce printed products. Activities explore graphic reproduction methods including desktop publishing, CAD programs, computer graphics, and, where available, offset and specialty printing processes.
· Schools with offset printing capabilities may convert camera-ready copy to printing masters and produce printed copies using offset duplicators.
· Schools without offset printing capability may print using laser and/or colour printers. In addition, local printing establishments may produce the designed work.
· Some designs may require the purchase of pre-printed stationery packages (business cards, envelopes, letterhead, and labels) to attain the desired finished effect.
· Students must observe copyright laws and the correct use of any copyrighted materials.
· Teachers address safety/censorship on the Internet by implementing School Board policies on appropriate student use and access to Internet services while gathering activity-specific resources.
· The teacher must stress the correct and safe use of all equipment and materials throughout the activities.
· The teacher should investigate the availability and accessibility of software at the school or through the board that is suitable for each activity.
· Teachers require the knowledge and skills needed for the design and production of graphic products.
· Teachers should investigate potential cross-curricular connections with other subjects and community links for the activities.
· Each activity enables students to focus on specific career options and provide insights into the skills required for related professions.
· Teaching/learning strategies that allow for career links in the unit activities should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers).
· 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, and presenting.
· Teachers provide their expertise, material, equipment, and resources to complete the task.
· The student-centred, activity-based mode of delivery enables students to develop individual and group skills.
· Throughout all activities, the teacher:
· monitors and observe all student/group activity;
· speaks with students/groups regularly to provide help when problems arise;
· reviews project expectations; and
· modifies project activities to reflect available equipment.
· Assessment is a daily process that may include: daily/weekly log/journal entries, project portfolio, regular practical and theory tests and/or quizzes, activity worksheets and exercises, project assessment criteria, student/group presentations, conferences, self and/or peer critiques, and activity rubrics.
Computers (with CAD program, CorelDRAW™, and/or computer software capable of manipulating multiple pages, text, and graphics) and peripherals (e.g., digital camera, scanner, laser and/or colour printer).
Schools with printing equipment and darkroom facility require a process camera and/or a direct photographic platemaker, platemaking equipment for surface plates and to expose sensitized screen frames, sheet-fed offset press, and guillotine paper cutter.
Consumable materials include printer toner; bond, cover, and index paper in a variety of colours and sizes; darkroom film and processing chemicals; printing plates and processing chemicals; and pressroom solvents, inks, and supplies. Pressroom solvents should be environmentally friendly.
Teacher-developed resources including handouts, worksheets, and activity sheets
Samples of student work
Manufacturer’s equipment manuals
Software manuals and tutorial exercises
Samples of printed stationery, community and marketing newsletters, packages/videocassette cases, and T-shirts
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 1-55180-193-0
Broekhuizen, Richard. Graphic
Communications. USA: Glencoe Macmillan/McGraw-Hill, 1995.
ISBN 0-02-676305-2
Chambers, Karen. Print’s Best Letterheads & Business Cards 5. USA: RC Publications, Incorporated, 1998. ISBN 1-883915-05-8
Gray, Bill and Jane Van Milligen. Tips On Making Greeting Cards. New York, NY: Design Press, 1991. ISBN 0-8306-0595-9
Guptill, W. Packaging Design. ISBN 0823065022
Hine, M. and M. Pietsch. The Total Package: The Secret History and Hidden Meanings of Boxes, Bottles, Cans, and other Persuasive Containers. ISBN 0316365467
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 0-87006-961-6
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. ISBN 0-0844234389
McCain, Ted D.E. Designing for Communication: The key to successful desktop publishing. Eugene, Oregon: ISTE Publications, 1992. ISBN1-56484-012-3
Parsons, Bill. Pagemaker Graphic Design with Pagemaker Version 5.0 . USA: Delmar Publishers Inc., 1994. ISBN 0-8273-6451-2
Purst, Zeke. Graphic Communication, The Printed Image. USA: Goodheart-Wilcox Co., Inc., 1989. ISBN 0-87006-961-6
Sanders, Mark. Communication Technology Today and Tomorrow. Mission Hills, California, USA: Glencoe/McGraw-Hill. ISBN 0-02-677111-X
Sandmann, Kathy. T-Shirt Designs. USA: Sewing Productions, Incorporated, 1994. ISBN 0-93-7679011
Simone, Luisa. Publisher By
Design. Redmond Washington, USA: Microsoft Press, 1994.
ISBN 98052-6399
Taylor, Carol. The Great T-Shirt Book & Kit: Make Your Own Spectacular, One of A Kind Designs. USA: Sterling Publishing Company, 1992. ISBN 0-80-698798-0
White, Alex. How to Spec Type. USA: Watson-Guptill Publications, 1987. ISBN 0-8230-2473-3
Woodward, Cheryl. Starting and Running
a Successful Newsletter or Magazine. USA: 1998.
ISBN 0873374614.
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.
Corel Corporation web site - Contains
information about CorelDRAW™
http://www.corel.com/index.htm
Desktop publishing - Site
contains helpful links to graphic utilities
http://www.desktoppublishing.com/linkus.html
Graphic Arts Technical Foundation
- Site contains educational information on the graphic arts
http://www.gatf.org
A Manager’s Guide to Newsletters
www.Managersguide.com/Chap1.htm
Newsletter Publishing
www.NewsletterOnline.com
Company Newsletter tips
www.companynewsletters.com/newsread.htm
Internet tutorials
www.cadsoftware.com
T-shirt Design site
www.haines2u.com
T-shirt Designs and
Screenprinting
www.mirrorimage.com
T-shirt Designs
http://www.t-shirtstudio.com
T-shirt Designs
www.t-shirtshopper.com
Time: 330 minutes
Students apply design, composition, and typographical principles to produce personal stationery products such as business cards, letterhead, envelopes, notepaper, labels, and greeting cards. 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 printing related careers are identified and explored during the many phases of project completion.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01G - identify and describe the techniques used to produce print media;
TFV.04G - demonstrate an understanding of electronic communication equipment;
SPV.01G - prepare camera-ready artwork for print and post-production;
SPV.04G - use computer graphics software competently;
ICV.02G - observe safety rules and regulations;
ICV.03G - identify career opportunities in the communications field.
Specific Expectations
TF1.01G - explain the techniques used to produce technical drawings and illustrations;
TF1.02G - identify basic composition and typographic principles;
TF1.03G - describe the characteristics of materials used in print production;
TF1.04G - describe printing and finishing processes;
SP1.01G - produce technical drawings and illustrations for printing;
SP1.02G - apply composition and typographic principles to produce camera-ready artwork for print production;
SP1.03G - produce printed copies using a variety of reproduction methods;
SP1.04G - apply finishing operations to printed products;
IC1.02G - operate equipment safely;
IC1.03G - apply health and safety standards when using products and materials;
IC1.04G - identify career opportunities and develop appropriate education plans.
· This activity combines computer graphics knowledge and the technical procedures performed to produce printed products.
· Teachers acquire and present a selection of business cards, letterhead, labels, envelopes, notepaper, and greeting cards to demonstrate the appeal and widespread use of personal stationery.
· An introduction and overview of how drawings and layouts use the principles of composition and typography offers a good practical beginning.
· Students must observe copyright laws and the correct use of any copyrighted materials.
· Student work throughout this activity must contain positive images of race, gender, and religion. Any stereotypes, acts of violence, sexual themes, or use of profanity in their work is unacceptable.
· Teachers should develop design criteria based on available equipment and resources.
· Schools with pre-press, press, and finishing equipment can convert camera-ready copy to printing masters and produce printed copies using offset presses. Schools without offset printing capability may print using laser and/or colour printers.
· 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 equipment should be reviewed to ensure students know and apply safe operation techniques.
· Students should understand the computer operations and the software needed to produce their project.
· 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 safe use of hand and machine tools.
· Teachers introduce samples of personal stationery and discuss how they were designed and finished. Through the examples, teachers help students develop ideas of potential stationery to design.
· Design teams could be formed, e.g., one team designs personal business cards, another designs greeting cards. Each design team then generates the design criteria and specifications for its chosen stationery item.
· Students determine appropriate type style, type size, and the best arrangement of all design elements within the design space from the supplied samples.
· Teachers itemize and explain each layout stage a printed product undergoes:
· a variety of thumbnail sketches;
· a rough sketch to size;
· a traced comprehensive layout showing exact position of each printing element;
· camera-ready mechanical.
Rough sketches and the traced comprehensive may be omitted when generating layouts using computer graphics software.
· 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 are met.
· Determine the reproduction method to be used (colour desktop printer or offset printing).
· For desktop reproduction, outline the correct page setup, layout, and appropriate colour and/or black and white layout to 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 and safe operation (press paper set-up, mounting the plate, operating the press to produce a print, and making adjustments to print position and quality).
· Emphasize the safety procedures for every operation from pre-press to finishing. Each technical step requires careful study and preparation of the facility. Printing of the plate requires the careful and safe handling of sensitive equipment.
· Students demonstrate proper use of computers and software effectively (Appendix 1.1b).
· Students produce a minimum of four different ideas in their thumbnail sketches. All thumbnail sketches should meet the criteria and agree with the student's proposals.
· Students' critiques should demonstrate careful thought and offer positive, constructive direction.
· The rough sketch should demonstrate a resemblance to the most promising thumbnail sketch.
· The comprehensive layout should reflect the exact form, style, and size of type and the shape and position of all other printing elements.
· Camera-ready mechanical layouts must be error-free and contain all necessary trim, register, and centrelines. Cover sheet should be attached to protect elements from dirt.
· Students using the desktop reproduction method of production are evaluated on their correct choice and use of layout design, typography, colour, graphics, and design principles.
· Students assemble a project portfolio for submission containing the layout sheets (thumbnail sketches, rough sketch, comprehensive layout, and camera-ready mechanical layout).
· A written technical report outlining the production overview of printed communications and a listing of career opportunities concludes this activity.
Schools with offset printing capability (Appendix 1.1a)
· Produce a line negative from the camera-ready mechanical layout containing minimal pinholes.
· Strip the line film on to a masking sheet and repair film flaws. 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.
· Expose prepared flat onto a printing plate and carefully process the plate for the printing stage.
· 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 to be made when the printing press is stopped.
· Copies are printed with consistent ink density.
· Paper waste should be kept to minimum.
· Printing press is cleaned after use; printed sheets are carefully stored.
· Printed copies are finished the day after printing (cut, folded, or stapled).
· Portfolio should also contain the film or the stripped masking sheet and a copy of the finished product.
· Students with special needs are accommodated by using design templates found in most computer graphics programs.
· Students requiring assistance in handling materials and sensitive equipment may benefit from peer assistance.
· All students should be encouraged to share their knowledge and skills as peer mentors for software programs, and supervise and guide other students during complex technical procedures.
· Layout stages of the printed product 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
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 0-02-676305-2
Chambers, Karen. Print’s Best Letterheads & Business Cards 5. USA: RC Publications, Incorporated, 1998. ISBN 1-883915-05-8
Gray, Bill and Jane Van Milligen. Tips On Making Greeting Cards. New York, NY: Design Press, 1991. ISBN 0-8306-0595-9
Johnson, Charles. Communication
Systems. USA: Goodheart-Wilcox Co., Inc., 1992.
ISBN 0-87006-961-6
Karsnitz, John. Graphic Arts Technology. USA: Delmar Publishers Inc., 1984. ISBN 0-8273-1828-6
Purst, Zeke. Graphic Communication, The Printed Image. USA: Goodheart-Wilcox Co., Inc., 1989. ISBN 0-87006-961-6
White, Alex. How to spec Type. USA: Watson-Guptill Publications, 1987. ISBN 0-8230-2473-3
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 web site
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
Graphic Arts Technical Foundation
http://www.gatf.org
Site contains educational information on the graphic arts
Time: 330 minutes
As an introduction to graphic design and production, students use the design process to produce a newsletter exploring an 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. Through image editing, drawing, and page layout applications, students develop familiarity with computer hardware and peripherals as well as how computers process text and image files.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01G – identify and describe the techniques used to produce print media;
TFV.03G – identify and describe the processes of capturing still images;
TFV.04G – demonstrate understanding of electronic communication equipment;
SPV.01G – prepare camera-ready artwork for print and post-production;
SPV.03G – compose, capture, and process still images;
SPV.04G – use computer graphics software competently;
ICV.01G – explain the benefits, risks, and ethics associated with communications technology;
ICV.02G – observe safety rules and regulations;
ICV.03G – identify career opportunities in the communications field.
Specific Expectations
TF1.01G – explain the techniques used to produce technical drawings and illustrations;
TF1.02G – identify basic composition and typographic principles;
TF1.03G – describe the characteristics of materials used in print production;
TF1.04G – describe printing and finishing processes;
SP1.01G – produce technical drawings and illustrations for printing;
SP1.02G – apply composition and typographic principles to produce camera-ready artwork;
SP1.04G – use computer graphics software competently for print production;
SP1.03G – produce printed copies using a variety of reproduction methods;
SP1.04G – apply finishing operations to printed products;
IC1.01G – identify strengths and weaknesses of graphic, electronic, and live communications;
IC1.02G – operate equipment safely;
IC1.04G – identify career opportunities and develop appropriate education plans;
IC1.05G – demonstrate knowledge of ethical standards and policies for communications technology.
· Student work in this activity must contain positive images of race, gender, and religion. Any stereotypes, acts of violence, sexual themes, or use of profanity in their work is unacceptable.
· Teachers should have samples of various types of typography and various digital images and clipart to show students.
· Teachers need to show students how typography and graphic images can be used effectively.
· Teachers should have samples of different types of newsletters, including marketing and community newsletters.
· Teachers need to make students aware of copyright laws and correct use of copyrighted materials.
· Teachers need to provide the students with a computer, scanner, digital camera, and software pending availability to produce their newsletter.
· Students should have an understanding of the design process and layout procedures (thumbnail sketches, rough sketches, comprehensive layout, and mechanical layout).
· Cross-curricular connections include Social Science and English.
· Members of the community may provide students with some insights into career opportunities and issues.
· An understanding of computer operations and software programs required for production of a newsletter, including how to open, save, cut, paste, and print files and graphic images.
· An understanding of the principles of design and how they may be applied to the project.
· Teachers explain and demonstrate the fundamental concepts underlying newsletter creation.
· Teachers direct students to research sources when more information is required.
· Teachers review project expectations.
· Students use a case study approach to research the various types of available newsletters.
· Students have class discussion about the issues that might be included in their project.
· Students may get involved in a small group to decide what might be included in the production.
· Students conference with the teacher during project development.
· Teachers review the principles of design appropriate for the project and help students use software.
· 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 want to investigate, including career opportunities.
· Each student is evaluated on each layout stage of this project.
· The selection of appropriate material is evaluated.
· Correct grammar and spelling is checked.
· The correct choice and use of layout, fonts, and graphics is evaluated.
· How well the student conveys the message of the newsletter is examined.
· Students have the opportunity to assess the newsletter and to reflect in a journal some of the positive and negative experiences they had while designing the project.
· Students are given anecdotal comments with suggestions on how they may improve their newsletter.
· Students can use the auto-content wizards to help them produce the newsletter.
· Students with special needs may rewrite their newsletter after being checked by the teacher.
· Peer tutoring is available to those students who may need extra help.
· Student-to-student discussion and teacher-to-student conferencing occurs throughout the project.
· Flexible timelines are given to those who require them.
· Students with special needs are allowed to use more graphics in their projects.
Samples of community and marketing newsletters
Books
Braidwood, Barbara and Richard Cropp. Writing Magazine and Newspaper Articles. USA: Self Council Press, 1999. ISBN 1-55180-193-0
Ingram, Roy and Steve Kennedy. The
News. Toronto: Copp Clark Pitman Ltd., 1989.
ISBN 0-7730-4973-8
McCain, Ted D.E. Designing for Communication. The key to successful desktop publishing. Eugene, Oregon: ISTE Publications, 1992. ISBN 1-56484-012-3 (Chapters 1-7)
Parsons, Bill. Pagemaker Graphic Design with Pagemaker Version 5.0. USA: Delmar Publishers Inc., 1994. ISBN 0-8273-6451-2 (Units 1, 2, 3)
Sanders, Mark. Communication Technology Today and Tomorrow. Mission Hills, California, USA: Glencoe/McGraw-Hill. ISBN 0-02-677111-X (Chapters 1-6 and 13)
Simone, Luisa. Publisher By
Design. Redmond, Washington, USA: Microsoft Press, 1994.
ISBN 98052-6399 (Chapter 20)
Woodward, Cheryl. Starting and Running
a Successful Newsletter or Magazine. USA: 1998.
ISBN –0873374614
Web Sites
A Managers Guide to Newsletters
http://www.Managersguide.com/Chap1.htm
Newsletter Publishing
http://www.NewslettersOnline.com
Company Newsletter tips
http://www.companynewsletters.com/newsread.htm
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 suitable graphics for all sides of the case using computer graphics software. The design of the case is an excellent accompanying activity for any of the short audio-video (Unit 2) and short animation (Unit 3) activities.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.04G – demonstrate understanding of electronic communication equipment;
SPV.04G – use computer graphics software competently;
ICV.03G – identify career opportunities in the communication field.
Specific Expectations
TF1.01G – explain the techniques used to produce technical drawings and illustrations;
TF1.02G – identify basic composition and typographic principles;
SP1.01G – produce technical drawings and illustrations for printing;
IC1.04G – identify career opportunities and develop appropriate education plans;
IC1.05G – demonstrate knowledge of ethical standards and policies for communications technology.
· Teachers should prepare quick reference sheets for CorelDRAW™ and the computer-aided drafting program to be used.
· Teachers need to prepare review handouts on manual technical drawing (e.g., how to use the instruments, object and construction lines, and scale). Teachers start with manual drafting review and techniques (pencil, scale or ruler, paper) to organize the activity and progress to computer-aided drafting and computer graphics (CorelDRAW™).
· Drafting to scale – Students should be able to draft to scale using pencil and ruler.
· Drafting – Students have mastered some aspects of CAD software in previous activities and in Integrated Technologies.
· Computer Graphics – Students have mastered some aspects of graphics software in previous activities and in Integrated Technology.
· Brainstorming
· Teachers should introduce samples of design packaging and discuss how the packages were designed and then take the packages apart to show folds, tabs, and glue seams. Show corresponding samples of video-cassette covers and outline the process of how they were developed.
· 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 (Appendix 1.3a).
· 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 taken apart to see how accurately they were sketched (if not, students re-draw the package).
· Students then 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.
· Teacher meets with students throughout to deal with questions and/or problems that arise.
· Students are encouraged to share their ideas with other students.
· Teacher-student conferencing leads to final approval of package design.
· Students lay out, assemble, and add computer graphics.
· Skills students developed on the computer while learning the software is evaluated.
· Summative assessment of equipment worksheets and quizzes.
· Each student is evaluated on the quality of the thumbnail sketches and technical drawings they developed for their design of the videocassette cover.
· Roving conferencing.
· Formative assessment of each student’s ability to work co-operatively in group situations.
· Students assess the contribution of the individual group members by completing daily log sheets.
· Self, peer, and group assessment sheets are filled out at the end of the project.
· The final product is assessed in terms of the correct use of principles of design, layout, colour, typography, and graphics (Appendix 1.3b).
· Students may work alone or as a member of a group.
· Students may manually draft packages, hand draw graphics, or use prefabricated cassette covers to add graphics.
· Students should be encouraged to develop more detailed cassette covers with tabs and lock and to add computer graphics (such as GIFs that they have designed as backgrounds and as part of an animation or video project).
· Students should be encouraged to develop other packages on computer and to act as peer mentors for software programs.
· Students with special needs can be given appropriate timelines for completion of this activity.
· Student-to-student discussion and teacher-to-student conferencing should occur throughout the activity.
· Peer tutoring is given to those students who need extra help.
General
Teacher-developed resources including all handouts, worksheets, and activity sheets
Samples of student work
Manufacturer’s equipment manuals
Software manuals and tutorial exercises
Various samples of packaging designs
Books
Guptill, W. Packaging Design. ISBN 0823065022
Hine, M. and M. Pietsch. The Total Package: The Secret History and Hidden Meanings of Boxes, Bottles, Cans, and other Persuasive Containers. ISBN 0316365467
Mayers, H. and M. Lublliner. The Marketer's Guide to Successful Package Design. ISBN 0-0844234389
Sanders, M. Communication Technology-
Today and Tomorrow. Glencoe/McGraw-Hill.
ISBN 0-02-677110-1
Web Site
Internet tutorials
http://www.cadsoftware.com
Time: 330 minutes
Students design and print garments and items using the photo-direct and/or heat transfer method of screen-printing. They apply typography and design principles to generate designs using hand and computer techniques. Students learn to convert camera-ready copy for the generation of image carrier stencils. Students develop printing techniques to print various garments, T-shirts, sweatshirts, bags, or a mouse pad by using a heat transfer, screen-printing, or computer-controlled cutting machine. Throughout the activity, students observe safety regulations in the safe handling of equipment.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01G - identify and describe the techniques used to produce print media;
TFV.03G - identify and describe the processes of capturing still images;
TFV.04G - demonstrate understanding of electronic communication equipment;
SPV.01G - prepare camera-ready artwork for print and post-production;
SPV.03G - compose, capture, and process still images;
SPV.04G - use computer graphics software competently;
ICV.01G - explain the benefits, risks, and ethics associated with communications technology;
ICV.02G - observe safety rules and regulations;
ICV.03G - identify career opportunities in the communications field.
Specific Expectations
TF1.01G - explain the techniques used to produce technical drawings and illustrations;
TF1.02G - identify basic composition and typographic principles;
TF1.03G - describe the characteristics of materials used in print production;
TF1.04G - describe printing and finishing processes;
SP1.01G - produce technical drawings and illustrations for printing;
SP1.02G - apply composition and typographic principles to produce camera-ready artwork for print production;
SP1.03G - produce printed copies using a variety of reproduction methods;
SP1.04G - apply finishing operations to printed products;
IC1.01G - identify strengths and weaknesses of graphic, electronic, and live communications;
IC1.02G - operate equipment safely;
IC1.03G - apply health and safety standards when using products and materials;
IC1.04G - identify career opportunities and develop appropriate education plans;
IC1.05G - demonstrate knowledge of ethical standards and policies for communications technology.
· Student work in this activity must contain positive images of race, gender, and religion. Any stereotypes, acts of violence, sexual themes, or use of profanity in their work is unacceptable.
· Teachers should provide students with various sample styles of typography and digital images that might be used. 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 a good design.
· Students must observe copyright laws and the correct use of copyrighted materials.
· The equipment and software needed to complete this activity include:
· heat transfer machines;
· transfer printer;
· vinyl cutting machine;
· digital camera;
· scanner;
· colour printer and software;
· screen frames;
· textile inks;
· ink squeegee;
· the chemistry to work with the photo-direct screen printing method.
· Cross-curricular connections include English, Business Studies, and Visual Arts.
· Students are expected to keep a daily log recording notes of their accomplishments and outlining any future needs that this activity requires.
· Students need to understand safe and proper usage of the equipment needed to produce their design.
· Students must be able to use software to create their design.
· Students understand the principles of design and how to apply them.
· Show students samples of garments, bags, and mouse pad designs.
· Group students who may wish to work together on a common theme.
· Students investigate the existing specialty printing marketplace and discuss with the class, or in small groups, possible design alternatives.
· Teachers promote the use of the design process to create unique layouts.
· Students draw several thumbnail sketches for their specialty printing design.
· Using the Socratic method, teachers provide lessons on the safe and proper use of all the equipment, software, materials, and chemistry 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.
· Students explore the possibility of creating a design that reflects such issues as anti-discrimination, equity/social justice issues, conflict resolution/violence prevention, or other issues that make a positive social statement.
· Teachers conference with students regularly to critique the design and discuss potential design solutions and problems that may occur with both software and equipment.
· Students investigate the existing T-shirt marketplace. They may bring in their own T-shirt or look at samples provided by the teacher.
· Students are assessed on how well they used the design process and technology to create their finished design.
· Formative assessment of each student's ability to work co-operatively in group situations:
· students assess the contribution of individual group members by completing daily log sheets;
· self, peer, and group assessment sheets are filled out at the end of the project.
· Summative assessment of equipment worksheets, tests, and quizzes.
· Summative assessment of the concepts and techniques used in this activity.
· Each student is evaluated on the thumbnail sketches they develop for their T-shirt design.
· Skills the students develop on the computer while learning the software are evaluated.
· Students are assessed on how well they used and understood the design and print process.
· The final product is evaluated in terms of how well the student was able to accomplish the designed T-shirt. The overall layout design, typography, colour use, safety, and the effective message are evaluated.
· Teachers are expected to be acquainted with the students' Individual Education Plans and unique learning characteristics and make the necessary accommodations.
· Students with special needs may be given appropriate timelines for completion of this activity.
· Peer tutoring is made available to those students who need extra help.
· Student-to-student discussion and teacher-to-student conferencing occurs throughout the project.
· Peer tutors help students with special needs handle equipment.
· For enrichment, students may use this technology to explore an entrepreneurial venture for themselves, someone in the community, for another subject area, or for the school.
General
Teacher-developed resources including handouts, worksheets, and activity sheets
Samples of student work
Manufacturer’s equipment manuals
Software manuals and tutorial exercises
Samples of T-shirt designs
Books
Pedersen, Martin. Graphic T-Shirt Design 2. USA: Graphics, USA, 1998.
Sanders, Mark. Communication: Technology Today and Tomorrow. USA: Glencoe/McGraw-Hill, 1991. ISBN 0-02-677110-1
Sandmann, Kathy. T-Shirt Designs. USA: Sewing Productions, Incorporated, 1994. ISBN 0-93-7679011
Taylor, Carol. The Great T-Shirt Book & Kit: Make Your Own Spectacular, One of A Kind Designs. USA: Sterling Publishing Company, 1992. ISBN 0-80-698798-0
Web Sites
T-Shirt Design site
http://www.haines2u.com
T-shirt Designs and
Screenprinting
http://www.mirrorimage.com
T-shirt Designs
http: http://www.t-shirtstudio.com
T-shirt Designs
http://www.t-shirtstudio.com
T-shirt Designs
http://www.t-shirtshopper.com
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 centrelines.
· 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 and printed sheets are carefully stored. Printed copies are finished the day after printing (cut, folded, stapled, etc.).
· The film or the stripped masking sheet and a copy of the finished product are to be included in portfolio.
|
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 considerable understanding of electronic communication equipment |
- demonstrates a thorough understanding of electronic communication equipment |
|
ICV.03G, IC1.04G |
- identifies career opportunities and develops an appropriate education plan with limited effectiveness |
- identifies career opportunities and develops an appropriate education plan with moderate effectiveness |
- identifies career opportunities and develops an appropriate education plan with considerable effectiveness |
- identifies career opportunities and develops 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 clarity |
|
Application |
- 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 high degree effectiveness |
|
ICV.02G, IC1.02G, IC1.03G |
- operates equipment safely and correctly only with supervision |
- operates equipment safely and correctly only with some supervision |
- operates equipment safely and correctly |
- demonstrates and promotes 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.
All elements are placed in a way that gives an impression of steadiness. There are two types of balance:
· Formal Balance is achieved when a line drawn through the centre of the design would create two halves that are similar to one another or symmetrical. Formal balance gives a sense of dignity, strength, and security.
· Informal Balance is a balance of objects that may look different but have equal weight to the eye. It allows for a more flexible placement of message elements in the layout. The elements are not symmetrically centred, but must be placed so that a state of equilibrium exists.
Rhythm is repetition. In graphic design, rhythm occurs when a certain element is repeated. It can add movement to a design. It looks like something is happening and leads the reader’s eye in a desired direction. Good rhythm helps the reader maintain interest in the design.
Proportion is the size relationship of one part to another. By itself, the size of an object has little meaning. Only by comparing it to something else can we say it’s too big or too small. In graphic design the proportions of one element to another should be correct. Although some elements may be larger or smaller, the effect should be pleasing. To achieve good proportion in a layout, the designer must regulate the space assigned each element. By achieving this, the mathematical relationship that exists between each element is not readily observed by the reader.
The purpose of contrast in design is to create interest in the product. Interest is typically created by change in size, shape, colour, tone, typeface, and direction. Illustrations, photos, and type can individually be varied in size and weight. The use of different text styles (bold, italic, outline, shadow, and underline) and varying font point sizes adds contrast and serves to emphasize areas or words in the message. Shape can be achieved by varying geometric shapes such as squares, rectangles, or triangles. Typically, similar shapes like squares and rectangles are grouped together. Colour affects people in different ways. Blue is the colour for sweetness. Red, yellow, and orange are warm colours. Blue, violet, and green are cool colours associated with water. Brown and green are earthy colours. Reverse image lettering is a very effective means of providing contrast in a printed message.
Unity is the most important principle of design. It is the quality that holds the layout together in harmony. A design that effectively and efficiently communicates the message to the audience has good unity. Unity is most affected by element shape, element position, and type style. Using several different type sizes and styles in a layout causes it to appear confusing and disorganized. To achieve unity, the relationship of one element to another in placement must be considered. Each element needs to be placed on the page in a pleasing relationship with the other elements.
Variety is difference. Variety in graphic design may add interest and excitement. Good variety should be simple yet creative. One should consider the audience. The design should be appropriate to the subject matter of the printed piece. Age group affects the amount of variety you might use. The younger the audience the more variety you can use while older audiences like a more traditional look.
Whatever design principle you use in your production, good planning is necessary to avoid last-minute problems. It is the designer’s responsibility to see that the publication is produced in an acceptable manner. Good design is often the result of trial and error.
The basic guidelines for Good Design are:
1. Consider the Audience.
2. Be Consistent.
3. Keep it Simple.
4. Avoid Static Balance.
5. Establish a Dominant Element.
6. Images and Symbols Enhance the Message.
7. Utilize White Space.
|
Criteria |
Level 1 (50–59%) |
Level 2 (60–69%) |
Level 3 (70–79%) |
Level 4 (80–100%) |
|
Knowledge/ Understanding TFV.01G, TF1.O2G Identifies and describes the techniques of producing print media |
- demonstrates limited knowledge identifying and describing the techniques of producing print media utilizing basic composition and typographic principles |
- demonstrates some knowledge identifying and describing the techniques of producing print media utilizing basic composition and typographic principles |
- demonstrates considerable knowledge identifying and describing the techniques of producing print media utilizing basic composition and typographic principles |
- demonstrates a high ability to identify and describe the techniques used to produce print media utilizing basic composition and typographic principles |
|
Thinking/Inquiry SPV.01G, SPV.04G Applies principles of design and inquiry |
- 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 IC1.05G Communicates information |
- 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 ICV.03G, IC1.01G Recognizes career opportunities in the communications technology field |
- demonstrates limited ability to recognize the strengths and weaknesses of career opportunities in the communications technology field |
- demonstrates some ability to recognize the strengths and weaknesses of career opportunities in the communications technology field |
- demonstrates a considerable ability to recognize the strengths and weaknesses of career opportunities in the communications technology field |
- demonstrates a high ability to recognize the strengths and weaknesses of career opportunities in the communications technology field |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
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 redraw 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 is 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).
· Your final videocassette cover with graphics on all sides.
|
Criteria |
Level 1 (50–59%) |
Level 2 (60–69%) |
Level 3 (70–79%) |
Level 4 (80–100%) |
|
Knowledge/ TF1.01G, TFV.01G Produces technical drawings and illustrations |
- 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 |
|
Thinking/Inquiry SPV.01G, SPV.04G Applies principles of design and inquiry |
- 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 IC1.05G Communicates information |
- 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 SP1.01G Produces technical drawings and illustrations |
- demonstrates limited ability to produce technical drawings and illustrations for printing |
- demonstrates some ability to produce technical drawings and illustrations for printing |
- demonstrates a considerable ability to produce technical drawings and illustrations for printing |
- demonstrates a high ability to produce technical drawings and illustrations for printing |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.