Course Profile Communications Technology (TGJ4M), Grade 12, University/College Preparation, Combined
Unit 3: Illustrated Print Publication
Time: 25 hours
Activity
3.1 | Activity 2 | Activity
3 | Activity 4
Unit Description
Students apply their
understanding of desktop publishing to produce an original illustrated book for
print production. This unit expands upon the graphic communications skills
developed in the Grade 11 Communications Technology (TGJ3M) course. To prepare
information for publishing, students select a theme that reflects a personal
interest. Students use the format of a coffee table book and include text and
original photographic images. They select a book style to best deliver their
theme, generate a variety of design ideas to lay out their theme, create
photographic images (35 mm and/or digital), compose text, generate a folded
mock-up of the imposition of their book and produce a prototype for print
production. Using their mock-up as a guide students determine page layout,
apply typographical principles and generate photographic images. Students also
create a full-colour cover that enhances the presentation quality of the book.
Students select and use a variety of computer hardware and software to create
the publication. This unit prepares students for post secondary study in
graphic design and communications.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
5 hours |
TFV.01, SPV.01,
SPV.04, SPV.05 |
Knowledge/
Understanding Communication Thinking/ Inquiry |
Apply the design
process to plan personal interest book. Create a mock-up
for imposition of the multiple-pages that shows the placement of text and
photographs. Write a proposal
for publishing approval. Build a page
template using desktop publishing software. |
|
3.2 |
6 hours |
SPV.01, SPV.04,
SPV.05 |
Knowledge/
Understanding Application |
Compose and
capture photographic images to reflect personal book theme. Convert
photographic images to digital format. Apply
photo-editing techniques to enhance photographic images using vector-based
software program. Crop photographic
images to fit page parameters. |
|
3.3 |
6 hours |
SPV.03 |
Knowledge/
Understanding Application |
Select appropriate
type style and size. Integrate text and
photographs on the pages according to the mock-up layout. Perform text
editing. Add page numbers. Output pages. |
|
3.4 |
8 hours |
ICV.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Design a
full-colour cover that enhances the presentation. Bind pages to
the cover. |
Time: 5 hours
Students apply the
design process to plan an original book on a subject of personal interest to
them. They create a mock-up for imposition showing the placement of text and
photographs. They select appropriate typography to complement their subject
photographic treatment. Using desktop publishing software, students explore a
variety of page templates and then develop their own. Students write a
publishing proposal that outlines their original idea and describes the content
of their book.
Strand(s): Theory and Foundation, Skills and Processes, Impact and
Consequences
Overall
Expectations
TFV.01 - apply the
design process to develop solutions, products, processes, or services in
response to complex challenges or problems in electronic, live, recorded, or
graphic communications;
SPV.01 - design and
plan solutions to problems both individually and as members of a team;
SPV.04 - use
industry-recognized standards and formats when developing and recording
solutions to problems;
SPV.05 - use
mathematics and language skills and apply scientific principles to design and
set up communications systems and production processes for electronic, live,
recorded or graphic communications projects.
Specific
Expectations
TF1.02 - apply the
following steps of the design process to solve a variety of complex
communications technology challenges or problems:
· identify what has to be accomplished (the problem);
· gather and record information, and establish a plan of procedures;
· brainstorm a list of as many solutions as possible;
· identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;
· evaluate the solutions (e.g., by testing, modeling and documenting results) and choose the best one;
· produce a drawing, model or prototype of the best solution;
· evaluate the prototype and what is required to produce it;
· communicate the solution, using one or more of the following: final drawings, technical reports, electronic presentations, flow charts, storyboards, mock-ups, prototypes etc.;
· obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;
TF3.02 - describe the current guidelines, conventions and rules used in
communications design and production;
SP1.02 - develop a production plan for a project from its conception to
its completion;
SP1.03 - apply time
management skills, including the use of software scheduling and project
management software, to meet deadlines when solving problems;
SP3.03 - use
appropriate graphics formats in pre-production documents and drawings.
·
An understanding
of graphic concepts and processes acquired in Grade 11 Communications
Technology TGJ3M.
·
The activities in
this unit are linked and build upon knowledge and skills in a progressive
manner.
·
A complete
inventory of the available desktop publishing and peripheral equipment must be
done before students begin to plan their publication. Students should be made
aware of the potential and limitations of the available equipment.
·
Itemize the
criteria for size and length of publication based upon the available equipment
and resources.
·
Collect examples
of coffee table books and samples of publishing proposals that clearly describe
the elements of a book.
·
Prepare examples
of a variety of page impositions for students to consider during the design
process.
·
Prepare a sample
mock-up that shows the placement of text and photographs.
·
Supply copies of
all related information and assignment sheets as well as evaluation criteria
and forms.
·
Cross-curricular
opportunities with English should be explored.
·
This activity
provides students with opportunities to demonstrate initiative and creativity
through the application of the design process.
·
Students keep a
daily log sheet, recording brief notes of their accomplishments each day and
outlining any future needs that this activity may require.
·
Students view
examples of coffee table books and discuss the technical knowledge and skills
necessary to meet the complex planning challenge required to publish a printing
project.
·
To help students
achieve the best results, stress the design objectives and the design
parameters of their publication.
·
Provide an
overview of the graphic technologies and processes (e.g., printing methods)
prevalent in the publishing industry.
·
The logistics of
sharing input and output devices (computers and printers) is addressed.
·
Show a few sample
publishing proposals that clearly describe the elements of a book.
·
Review the
requirements of the written proposal. The proposal outlines the theme of the
student’s original idea and describes the content of the book. It should be
persuasive in tone and professional in appearance. Students are encouraged to
produce an original and fresh publication for the marketplace. The mock-up
complements the written proposal by providing a general layout depicting the
theme.
The following items should be present in the written outline:
· a theme that is original and well-described;
· a page-by-page description of the textual and photographic content;
· a description of the layout and treatment of the elements of each page.
The following items should be present in the mock-up:
· a page-by-page general layout of the text and photographs;
· a sketch of the page borders, headers, footers;
· a mock-up that is made to size;
· an achievable number of pages (given the time frame for this unit);
· a sketched cover.
·
Students prepare
a written proposal that outlines the book theme and clearly explains the value
of their idea. The proposal should be addressed to a publisher.
·
Show examples of
a variety of page impositions for students to consider using for their
publication, as well as a sample mock-up that shows the placement of text and
photographs.
·
Provide students
with guidance and direct instruction about the use of desktop publishing
equipment, peripheral hardware, and desktop publishing and photo editing
software. Software tutorial exercises are an option at this point.
·
Demonstrate how
to build a page template using desktop publishing software.
·
Discuss pictorial
images and how they are to be used within the publication.
·
Discuss the characteristics
of good photographic images and technologies inherent in their making, and help
students plan a photo-shooting session to capture the necessary images to be
included in their production.
·
Students create a
folded mock-up of their design idea. The mock-up shows the general page
contents, the textual and photographic information on each page, and the page
sequence from cover to cover.
·
The proposal is
submitted with the page mock-up for teacher feedback.
·
Cultural
diversity may be addressed by encouraging students to discover different
techniques and approaches applied to book publishing.
|
Task/Product |
Tool |
Purpose |
Assessment Categories |
|
Written Proposal
of Book Theme and Mock-up |
Proposal and
Mock-up Outline |
Formative |
Knowledge/Understanding
Communication |
The equipment and
tools required to complete the activity include digital and/or 35 mm camera,
lighting equipment, computers and a colour printer, Internet access for
research, image-editing and page layout software, a scanner, mechanical drawing
and illustration tools.
Books
Adobe
Creative Team. Official Adobe Print Publishing Guide, 2nd Edition. USA:
Adobe Press, 2002.
ISBN 0201700131
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
Jensen, C.
and F. Mason. Fundamentals of Engineering Graphics, SI Metric. Canada:
McGraw Hill Ryerson Ltd., 1988. ISBN 0-07-549209-1
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
Websites
Desktop
Publishing – http://www.desktoppublishing.com/linkus.html
Desktop publishing
Graphic Arts Technical Foundation –
http://www.gatf.org
Contains educational information on the graphic arts and helpful links to
graphic utilities
Time: 6 hours
Students compose and
capture photographic images to reflect their book theme. They apply
photographic composition and lighting skills to capture images to be used in
their publication with either 35mm or digital cameras. They convert photo
images to digital format and apply photo-editing techniques that enhance
photographic images. Students process their photographic images to fit both
their design concept and page parameters. The digital images are stored and
prepared for import into a desktop publishing program.
Strand(s): Theory and Foundation, Skills and Processes, Impact and
Consequences
Overall
Expectations
SPV.01 - design and
plan solutions to problems both individually and as members of a team;
SPV.04 - use
industry-recognized standards and formats when developing and recording
solutions to problems;
SPV.05 - use
mathematics and language skills and apply scientific principles to design and
set up communications systems and production processes for electronic, live,
recorded, or graphic communications projects.
Specific
Expectations
SP1.02 - develop a
production plan for a project from its conception to its completion;
SP1.03 - apply time
management skills, including the use of software scheduling and project
management software, to meet deadlines when solving problems;
SP3.03 - use
appropriate graphics formats in pre-production documents and drawings.
·
Basic computer
skills, such as text manipulation and file management.
·
Experience in
composing and capturing photographic images.
·
Experience in
photo editing.
·
In this activity,
students apply the principles of photography to capture images for their
publication.
·
Prepare exemplars
demonstrating how to achieve a variety of photographs from landscapes to
portraits.
·
Cross-curricular
opportunities with Visual Arts should be explored.
·
35-mm images may
be processed commercially where film-processing facilities are not available.
·
This activity
incorporates a variety of learning strategies such as teacher-led discussion,
independent problem solving, cooperation, communication, time management, and
brainstorming new ideas.
·
Discuss the
purposes and methodologies of the photographic process.
·
Instruct students
on how to use light effectively and how to compose the photographic scenes
correctly.
·
Review natural
light, studio lighting, and backdrops.
·
Using exemplars,
demonstrate how to achieve a variety of photographs from landscapes to
portraits.
·
Demonstrate the
steps required to complete the task.
·
Students keep a
list of photographic images to ensure a good inventory from which to choose.
·
Demonstrate how
35-mm photographs are scanned, formatted, and saved to be available for
importing into a desktop publishing software program.
·
Discuss the
logistics of sharing input and output devices (computers and printers).
·
Review and
provide direct instruction in the process of editing photographic images using
image-editing software.
·
Students work
independently to produce their finished photographs, consulting with peers and
teachers for input.
|
Task/Product |
Tool |
Purpose |
Assessment Categories |
|
The Photographic
Process |
Question Sheet |
Formative |
Knowledge/Understanding |
|
Digital Conversion
of Photographic Images |
Checklist |
Formative |
Thinking/Inquiry |
|
Image-editing |
Rubric |
Summative |
Thinking/Inquiry |
The equipment and
tools required to complete the activity include digital and 35 mm cameras,
lighting equipment, computers and a colour printer, image-editing software and
a scanner.
Books
Software and
equipment instruction manuals.
Barden,
Robert and Michael Hacker. Communication Technology. Canada: Nelson
Canada, 1990.
ISBN 0-8273-3225-4
Brainerd, T.
Graphic Design - Letterhead and Logo Design. USA: Rockport Publisher,
1998.
ISBN 0-15649-6618-6
Broekhuizen,
Richard. Graphic Communications. USA: Glencoe Macmillan/McGraw-Hill,
1995.
ISBN 0-02-676305-2
Cloghessy,
Florence, John Ritz, and Richard Seymour. Exploring Communication. USA:
Goodheart-Wilcox Co., Inc., 2000. Text ISBN 1-56637-678-5, Student Activity
Manual
ISBN 1-56637-679-3, Instructor’s Manual ISBN 1-56637-680-7
Heller, S.
and T. Fernandes. Becoming a Graphic Designer: A Guide to Careers in Design.
USA: Wiley, John and Sons, 1999. ISBN 04712990
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
Websites
Adobe
Photoshop – http://www.adobe.com
Contains information about Adobe Photoshop
Computer
Arts Magazine Online – www.computerarts.co.uk
Graphic and electronic tips, techniques, and tutorials
Corel
Corporation website – http://www.corel.com/index.htm
Contains information about CorelDraw
Desktop
publishing – http://www.desktoppublishing.com/linkus.html
Graphic Arts
Technical Foundation – http://www.gatf.org
Contains educational information on the graphic arts and helpful links to
graphic utilities
Graphic Designers’
Paradise – http://desktoppublishing.com/design.html
Contains information and advice for graphic designers
Time: 6 hours
In this activity
students compose and input a manuscript using desktop publishing software. They
select appropriate typefaces and styles and integrate text and photographs on
the pages according to their mock-up. Students perform text editing, add page
numbers, and output pages.
Strand(s): Theory and Foundation, Skills and Processes, Impact and
Consequences
Overall
Expectations
SPV.03 - organize
and maintain complex communications systems.
Specific
Expectations
SP1.02 - develop a
production plan for a project from its conception to its completion;
SP1.03 - apply time
management skills, including the use of software scheduling and project
management software, to meet deadlines when solving problems;
SP3.03 - use
appropriate graphics formats in pre-production documents and drawings.
·
Prior knowledge
of the manipulation, acquisition, and management of graphic resources such as
photographs, illustrations and typography.
·
Ability to use
various graphics applications (image editing and page layout) to produce and
organize files adhering to standards used in commercial reproduction.
·
Gather a variety
of commercially-prepared desktop publishing projects as examples of the
potential outputs available.
·
Prepare an
example of the relationship between a mock-up and a printed section of the
book.
·
Explore
cross-curricular opportunities with English.
·
Students are
instructed to check spelling and grammar of their manuscript.
·
Describe the
means and objectives of the publishing components.
·
Explain the
production of a page using electronic publishing methods and indicate the
similarities to traditional paste-up methods.
·
Present an
example of how to input the manuscript, select type style and size, and import
and integrate photo-images on to a page using desktop publishing software.
·
Discuss the
logistics of sharing input and output devices (computers and printers).
·
The use of the
mock-up as a guide must be stressed. It must be followed (especially when
working on multiple pages that are not in sequence) to ensure that the pages
are in order once the sheet is folded. To illustrate the importance of adhering
to the mock-up, the teacher provides and discusses an example of the
relationship between a mock-up and a printed section of the book.
·
Students print
proof pages for editing purposes. Students work with a peer to carefully check
that the information is correct and that it matches the folded mock-up.
·
Students edit and
save their completed work.
·
Students output
finished pages using available resources.
|
Task/Product |
Tool |
Purpose |
Assessment Categories |
|
Inputting
Information |
Checklist |
Formative |
Knowledge/Understanding |
|
Output of Printed
Pages |
Rubric |
Summative |
Communication
Application |
The following resources are required for this activity:
· a sufficient number of computers to input, design, edit and output the book pages;
· colour printer and/or laser printer;
· acquisition devices such as a scanner and digital camera;
· illustration, image-editing and page layout software.
Books
Software and
equipment instruction manuals.
Adobe
Creative Team. Official Adobe Print Publishing Guide, 2nd Edition. USA:
Adobe Press, 2002.
ISBN: 0201700131
Barden,
Robert and Michael Hacker. Communication Technology. Canada: Nelson
Canada, 1990.
ISBN 0-8273-3225-4
Brainerd, T.
Graphic Design - Letterhead and Logo Design. USA: Rockport Publisher,
1998.
ISBN 0-15649-6618-6
Broekhuizen,
Richard. Graphic Communications. USA: Glencoe Macmillan/McGraw-Hill,
1995.
ISBN 0-02-676305-2
Cloghessy,
Florence, John Ritz, and Richard Seymour. Exploring Communication. USA:
Goodheart-Wilcox Co., Inc., 2000. Text ISBN 1-56637-678-5, Student Activity
Manual
ISBN 1-56637-679-3, Instructor’s Manual ISBN 1-56637-680-7
Heller, S.
and T. Fernandes. Becoming a Graphic Designer: A Guide to Careers in Design.
USA: Wiley, John and Sons, 1999. ISBN 04712990
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
Sanders, M. Communication
Technology - Today and Tomorrow. USA: Glencoe/McGraw-Hill, 1984.
ISBN 0-02-677110-1
Websites
Adobe
Photoshop – http://www.adobe.com
Contains information about Adobe Photoshop
Computer
Arts Magazine Online – www.computerarts.co.uk
Graphic and electronic tips, techniques, and tutorials
Corel
Corporation website – http://www.corel.com/index.htm
Contains information about CorelDraw
Desktop
publishing – http://www.desktoppublishing.com/linkus.html
Graphic Arts
Technical Foundation – http://www.gatf.org
Contains educational information on the graphic arts and helpful links to
graphic utilities
Graphic Designers’
Paradise – http://desktoppublishing.com/design.html
Contains information and advice for graphic designers
Time: 5 hours
In this activity
students produce a full-colour cover for their book. Applying their knowledge
of the design process, students create a book cover that captures the essence
of the pages within. Using available resources they determine the best binding
method to complete a prototype of their book.
Strand(s): Theory and Foundation, Skills and Processes, Impact and
Consequences
Overall
Expectations
ICV.02 - implement
safe work practices when performing communications technology tasks.
Specific
Expectations
SP2.03 - integrate
various current communications technologies in their solutions;
SP2.04 - select
appropriate computer software and production techniques to complete projects;
SP3.01 - develop a
personal portfolio to use to document skills in communications technology;
IC2.01 - use safe
work practices and model the most appropriate ways of accomplishing specific
operations;
IC2.05 - identify
the issues addressed in the Workplace Hazardous Materials Information System
(WHMIS).
·
A fundamental
understanding of graphic concepts acquired in Grade 11 Communications
Technology TGJ3M that specifically deal with the manipulation, acquisition and
management of graphic resources such as photographs, illustrations and typography.
·
This is the
culminating activity for this unit. This activity provides students with
opportunities to demonstrate initiative and creativity through the application
of the design process by producing full-colour covers for their books.
·
Prepare examples
of a variety of book cover styles for students to consider using for their
publication.
·
Supply copies of
all related information and assignment sheets, as well as evaluation criteria
and forms.
·
Students view examples
of coffee table books and discuss the technical knowledge and skills necessary
to design an effective cover.
·
Provide an
overview of book finishing processes prevalent in the publishing industry.
·
Discuss the
design objectives and the design parameters of their publication and how the
cover design is integral in the production process.
·
Emphasize the
limitations of the available technology to guide student selection of book
cover style.
·
Provide students
with design tips to enhance visual communication when using desktop publishing
equipment, peripheral hardware, and desktop publishing and photo-editing
software.
·
Discuss pictorial
images and how they attract reader attention, highlighting how design objects
are emphasized through the use of colour and size.
·
List impediments
to communication such as illegibility, visual noise and lack of organization.
·
Describe and
demonstrate the use of available software.
·
Students complete
their covers for their books.
|
Task/Product |
Tool |
Purpose |
Assessment Categories |
|
Book Cover |
Rubric |
Summative |
Knowledge/Understanding
Communication |
|
Book Binding |
Rubric |
Summative |
Application |
Teachers should
consult individual student IEPs for specific direction on accommodation and
adapt the activity and teaching strategies to meet the needs of individual
students. Students’ individual needs may be accommodated through an adjustment
(omission or expansion) in the design and layout stages of the project. Design
templates for the computer applications can be made available to students at
the production stage. Students are encouraged to share their knowledge of
computer software and hardware with their peers.
The equipment and
tools required to complete the activity include digital and 35 mm cameras,
lighting equipment, computers and a colour printer, Internet access for
research, photo-editing, image-editing and page layout software, a scanner,
mechanical drawing and illustration tools.
Books
Adobe
Creative Team. Official Adobe Print Publishing Guide, 2nd Edition. USA:
Adobe Press, 2002.
ISBN 0201700131
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
Jensen, C.
and F. Mason. Fundamentals of Engineering Graphics, SI Metric. Canada:
McGraw Hill Ryerson Ltd., 1988. ISBN 0-07-549209-1
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
Websites
Computer Arts Magazine Online –
www.computerarts.co.uk
Graphic and electronic tips, techniques, and tutorials
Desktop publishing – http://www.desktoppublishing.com/linkus.html
Graphic Arts Technical Foundation –
http://www.gatf.org
Contains educational information on the graphic arts and helpful links to
graphic utilities
Overview | Unit 2 | Course Profiles Main Menu