Digital Graphics for Print

Digital Graphics for Print

Unit aim

The aim of this unit is to give learners the knowledge and skills needed to
produce, process, control and manipulate digital graphics used for a range
of print, interactive and moving image media.

Unit introduction

The inclusion of appropriate graphics in a print, moving image or interactive
media product is often crucial to its ability to attract the right audience and
to communicate effectively the desired message. Print-based products such
as newspapers, magazines, posters, flyers, DVD and CD covers all include
graphics and illustrations that are there to grab the reader’s attention and
communicate a specific message. Interactive products such as websites,
computer games and CD ROMs will all incorporate some form of digital
graphics, and many films, videos and television programmes will include
sequences that include some form of digital graphics, particularly in the
opening titles and closing credits.

Producing and manipulating effective graphics for print and digital media
products is a skilled job that requires not only creative graphic design skills
but also practical skills and experience of using a range of image design and
manipulation software that is at the heart of most media production
processes today.

The increased use of computer hardware and image design software means
that a graphic designer working in the industry today needs to be familiar
with a number of different graphic files and formats, and have the necessary
skills and knowledge to be able to process, control and combine these files
into effective and aesthetically pleasing media texts.

Through completing this unit learners will gain a practical understanding of
the principles and conventions underlying effective digital graphic design,
and will be able to apply the skills and techniques learnt to a range of
different contexts

Learning outcomes and assessment criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

On completion of this unit a learner should:

Learning outcomes Assessment criteria

1. Understand graphic file formats and applications

1.1 describe graphic file formats and their applications with some appropriate use of
subject terminology

2. Be able to use appropriate image design and manipulation software

2.1 use appropriate image design and manipulation software working within appropriate
conventions and with some assistance

3.  Be able to produce digital graphics in response to a brief

3.1 design and produce digital graphics in response to a brief working within appropriate
conventions and with some assistance

4. Be able to reflect on own digital graphics work.

4.1 comment on own work with some appropriate use of subject terminology.

1. Understand graphic file formats and applications

File formats: range of common formats, eg raster, vector, metafiles; file extensions

Applications: vector-based applications; raster-based applications; use in different media forms (print, moving image, interactive)

2. Be able to use appropriate image design and manipulation software

Workspace: work area; toolbox; status bar; file information; tool option bar; palette well; window control; floating palettes

Tools and features: palettes (colour, layers, objects, brushes, history,actions, size, resolution); tools (marquee, lasso, magic wand, magnetic lasso, selecting, cropping, clone tool); layers (transforming layers,copying and saving layers, arranging layers, opacity and blending modes, layer effects); manipulation (feathering edges, filters, brightness

and contrast, hue and saturation, masks, paths, textures, effects); save;undo

3. Be able to produce digital graphics in response to a brief

Develop ideas: establish concept; select format; length and nature of content; consideration of audience usage; layout design; input and manipulation of images; selection of style and tone; consideration of limitations and advantages of format; deadlines; schedule. Production of graphics: selection of file formats; conversion to

appropriate formats; embedding and encoding of required elements;

testing and troubleshooting; uploading; exporting and outputting to file

formats.

4. Be able to reflect on own digital graphics work

Effectiveness: extent to which brief has been realised; use of appropriate methods and techniques; skill level evidenced; level of professionalism achieved; what final version communicates; processes undertaken;

problem solving; skill development; areas for improvement 

Sources of information: self-evaluation; documentation, eg notes,sketches, production logs; comments from others, eg audience, peers,tutors, client

Production process: pre-production, eg planning, preparation;production, eg time management, project management, monitoring work in progress, technical competencies, creative ability, own work,teamwork.

Finished product: compared with original intentions; appropriateness to audience; technical qualities; aesthetic qualities; content; style

Assignment 1 – Investigating Graphic File Formats and Applications.

Learners are given a brief from a design magazine to write an article on the

main graphic file formats and applications that are used in the production of

media products.

Learners will:

• receive assignment overview

• research and investigate the main graphic file formats and applications

used in the production of media products

• write the article

• receive assessment

Assignment 2 – Skill Development.

Learners are given a brief from a prospective employer to produce a portfolio

of work that showcases the development of skills in using image design and

manipulation software.

Learners will:

• receive assignment overview

• develop software skills through the design and production of a range of digital graphics, experimenting with a range of different tools and features

• collate final portfolio

• receive assessment feedback and have further opportunities to address

grading criteria.

Assignment 3 – Design and Produce Digital Graphics.

Learners are given a series of briefs from a media production company to

design and produce digital graphics for inclusion in a range of their products.

Learners will:

• receive assignment overview

• design and produce a series of digital graphics in a range of file formats

• collate final portfolio

• receive assessment feedback and have further opportunities to address

grading criteria.

Assignment 4 – Review of Own Work.

Learners are given a brief from the media production company to write a

report that reviews and evaluates the work undertaken for them, with

consideration of the production processes undertaken, the finished products

and their effectiveness.

Learners will:

• receive assignment overview

• gather relevant material and feedback and evaluate the work undertaken

• write the report

• receive assessment feedback and have further opportunities to address

grading criteria.

Assessment

Evidence for assessment

As is the case for many of the other practical-based units, learners should

be developing and building a portfolio of their work throughout the duration

of the unit. This portfolio should contain evidence of all the required

understanding and skills detailed in the grading criteria.

Evidence for the achievement of learning outcomes 2 and 3 might include

examples of the learner’s completed work together with examples of ‘work

in progress’ and the various planning, preparation and developmental

stages undertaken. Screenshots and printouts can provide explicit evidence

of learner achievement.

Evidence for the achievement of learning outcomes 1 and 4 might be

submitted as a report, essay or presentation, or in some other appropriate

form such as a suitable audio, moving image or interactive medium.

Presentations must be recorded for the purposes of internal and external

verification.

If learners have worked in groups on a particular brief or project, then

individual learners must clearly document their own contribution to the

group project and identify the different roles they undertook at each of the

production stages.

To achieve the unit learners must achieve all the criteria. For each of the

criteria learners must present evidence that addresses each italicized subheading

of the content for the learning outcome.

1.1: learners will describe accurately the main file formats and applications

used in digital graphics work. All aspects of the descriptions will be accurate

and relevant and will be substantially — though not necessarily absolutely —

complete. For example, the description should include both vector and

raster file formats and applications. However, these descriptions will lack

detail and relation to illustrative examples.

2.1 and 3.1: learners will have used appropriate image design and

manipulation software, employing relevant tools and features to produce

and refine their designs. The digital graphics presented will not fully realise

what was intended, but will show that they have been produced with some

sense of purpose and the deliberate application of some relevant techniques

and conventions. Learners will need to keep all associated supporting work,

which should show the different stages of progress and development. In

terms of the imaginative qualities of their work, learners will not move

beyond the conventional, but the conventions applied will be appropriate to

the form or genre within which they are working. Learners may require

frequent assistance and support throughout the production process, though

they will take note of and make use of this help when it is given. If they are

in frequent need of such help but fail to make positive use of it, they should

not be considered for a pass for this unit.

4.1: learners will consider their own work in such a way that they move

beyond merely describing it. They will make evaluative comments upon

what they have done but these comments will be assertions that are not

supported by evidence or exemplification.

1.1 and 4.1: evidence will show a basic understanding of technical

terminology but learners will generally be unsure about this vocabulary and

will make fairly frequent mistakes when they do use it.