10 minute read
Graphic Communications
GRADES 9‐12
In this course, students will be exposed to the two realms of graphic communication. To begin with, the student will learn silk
screen printing, which is a very popular and fun method of printing that can be used to produce such products as tee shirts and
greeting cards. Next, the student will learn methods of desktop publishing, covering design and layout of printed pages with a
variety of text and graphics. Projects may include printing sample advertisements, business cards, etc.
Credit: 0.5
GRAPHIC COMMUNICATIONS
GRADES 9‐12 UNIT 1: ELEMENTS OF DESIGN
Objectives
Students will discuss developments and individuals related to the history of graphic design industry and explore emerging trends and technologies. Students will explore careers available in the field of graphic communications and the graphic design industries. Students will examine the professional and ethical issues involved in the graphic design industries. Students will employ basic elements of graphic design to create individual graphic work projects. Students will employ an engineering approach to problem solving called the technology systems model. Students will identify and apply the principles of design to layout. Students will identify and apply the design process.
Essential Questions
What basic elements of design should be considered when creating a graphic work product? What are the basic elements of graphic design? What is the design process? What does a graphic designer do? How can the technology systems model be used to solve any problem in life? What are the only two reasons for failure?
Knowledge and Skills
When designing a graphic workpiece basic elements of design should be employed. The design process should be employed when laying out a graphic design.
Instructional Strategies
Students will create multiple graphic designs throughout the course through which their basic elements of design will be employed.
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation.
GRAPHIC COMMUNICATIONS
GRADES 9‐12 UNIT 2: PAPER CUTTING
Objectives
Students will outline the steps required to set up the power paper cutter. Students will demonstrate a respect for the rules for safe operation of the power paper cutter.
Essential Questions
What is the most important safety rule for operating the power paper cutter?
Knowledge and Skills
Using machines to perform repetitive tasks can be accomplished quickly with very little effort. Using the technology systems model to solve problems leads to success.
Instructional Strategies
Evidence of Learning
Employing a power paper cutter to cut paper to a desired size. Appropriate performance on student evaluation and/or classroom participation.
GRAPHIC COMMUNICATIONS
GRADES 9‐12 UNIT 3: DESKTOP PUBLISHING
Objectives
Students will demonstrate the use of a desktop publishing program by creating simple documents.
Essential Questions
What is the major function of a desktop publishing program? When developing text to be used with desktop publishing programs what type of software program should be used? What three publishing tasks are combined by using desktop publishing?
Knowledge and Skills
Quality work can now be produced on a personal computer. Before purchasing a desk top publishing program many factors should be considered.
Instructional Strategies
Use a software tutorial to become familiar with the operations and functions of a desktop publishing program. Prepare various documents using a desktop publishing system.
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation.
GRAPHIC COMMUNICATIONS
GRADES 9‐12 UNIT 4: SILK SCREEN PRINTING THEORY
Objectives
Students will explain that silk screen printing is accomplished by forcing ink through openings or holes in a stencil. Students will discuss the versatility of this process as to size, texture, and shape of the object to be printed. Students will compare the cost of this process in place of other printing processes. Students will identify a variety of products that were commercially printed with this process. Students will explain a variety of safety concerns related to silk screen printing as well as everyday living.
Essential Questions
How do we identify a product that is printed with the screen process? What factors determine if it is practical to use the screen process to print a particular product? How does the cost of equipment for screen printing compare to the cost of equipment for other types of printing?
Knowledge and Skills
Many methods of printing exist due to the vast array of printed products that exist today. Due to equipment needs there may be a significant difference in the cost of establishing facilities for different printing methods. A concern for safety transcends all phases of daily living.
Instructional Strategies
Collect samples of different products that were produced by using the silk screen printing process. Discuss with the class how these products were printed with the screen process.
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation.
GRAPHIC COMMUNICATIONS
Objectives
Students will select an appropriate size frame and do all the required steps to make the screen ready to use. Students will demonstrate the proper selection, cutting, and adhering of a stencil. Students will outline the proper steps to block out around a stencil. Students will demonstrate the proper use of ink and a squeegee to produce a printed copy. Students will summarize the process for removing the ink from the screen without damaging the stencil. Students will explain the process to remove the block out and stencil from a screen. Students will state the importance of proper use of register marks when creating a multicolor project. Students will demonstrate an ability to print on a variety of materials such as; metal, plastic, wood, and fabric. Students will list the steps required to produce a project using a photo stencil.
Essential Questions
What is the difference between a registration mark and a guide? How do we attach the various stencils to the screen? How do we know when a stencil is ready for printing? After printing what indicates that a screen is clean and ready to be used at another time? Why is it important to maintain a neat and orderly work area?
Knowledge and Skills
Silk screening is a printing technique that can be used on many different materials. The quality of the final product is related to the effort put into each step required to produce it. Working neatly will save clean up time and effort.
Instructional Strategies
Print a two or more color silk screen design on paper. Using a photo stencil print a one color design on fabric (example‐ shirt).
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation.
GRAPHIC COMMUNICATIONS
Objectives
Students will identify characteristics of silk screen fabric and how the fabric mesh relates to the appropriate selection for a specific job. Students will list a variety of materials that can be used for making stencils. Students will identify a piece of silk screen stencil film and explain the function of each of its layers. Students will describe the purpose of block out materials. Students will identify silk screen inks according to their base. Students will discuss the compatibility of stencils, block out, and ink to each other as they relate to a particular job. Students will recognize the need for specific types of solvents for removing various types of ink bases, and stencils from the screen.
Essential Questions
Why does screen fabric come in many different mesh sizes? When preparing a hand‐cut film stencil, which layer is cut through and removed? What solvent is used to remove oil based ink?
Knowledge and Skills
There may be more than one type of stencil that can be used to print the same product.
Care must be taken in the selection of materials so as not to have adverse reactions among the materials being used.
Instructional Strategies
Evidence of Learning
Cut a set of stencils of your initials using silk screen stencil film. Appropriate performance on student evaluation and/or classroom participation.
GRAPHIC COMMUNICATIONS
Objectives
Students will demonstrate how to properly stretch and staple silk to a silk screen frame. Students will explain the need for different size frames and squeegees. Students will list related tools that may be needed before this process is completed.
Essential Questions
When is it necessary to attach a new fabric to a screen printing frame? How is a new fabric attached to a frame so that it is tight and wrinkle free? How is a screen print made?
Knowledge and Skills
Certain screen printing equipment such as frames and squeegees do not always have to be purchased. Silk screen printing can be done in facilities that range from large commercial establishments to small at home shops.
Instructional Strategies
Students will each demonstrate a different way to make a screen printing frame. Prepare your own screen process printing frame so that it will accept your first stencil.
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation.
GRAPHIC COMMUNICATIONS
GRADES 9‐12 UNIT 8: GRAPHIC ANIMATION
Objectives
Students will create an animation by means of free online Blenders software. Students will create a computer game employing the animation they created. Students will be made aware of career opportunities in the field of computer animation.
Essential Questions
What is computer animation? How can the computer be used as a tool to teach yourself anything you want to know?
Knowledge and Skills
Computer animation is an upcoming field with great career potential.
The computer can be used as a powerful tool to teach yourself anything you want to know. Students will create a computer animated figure through the use of Blender software and insert it into a game of their making. Appropriate performance on student evaluation and/or classroom participation.
Instructional Strategies Evidence of Learning
GRAPHIC COMMUNICATIONS CLASS RUBRIC
GRAPHIC COMMUNICATIONS
GRADES 9‐12
Communicate in Standard English
Read and understand a variety of materials
Apply mathematical principles to solve and justify problems
Evaluate information to interpret events and make informed responses
Apply scientific principles to solve problems
Utilizes technology to organize and solve problems 4 Exceptional
Student demonstrates high skill in following direction, providing verbal discourse, and writing lab reports.
Student demonstrates average skills in following direction, providing verbal discourse, and/or writing lab reports.
Student demonstrates little skill in following direction, providing verbal discourse, and/or writing lab reports. Little attempt at communication was evident, and/or lab report was not completed.
Always reads a variety of materials for a complete understanding of the task at hand.
Reads a variety of materials related to the task at hand. Most of the time, material is read for the task at hand. Seldom reads any material for the task at hand.
Student demonstrates high skill in problem comprehension, problem application, and accurate evaluation of the problem.
Student demonstrates average skills in problem comprehension, problem application, and/or accurate evaluation of the problem.
Student demonstrates little skill in problem comprehension, problem application, and/or accurate evaluation of the problem.
Little attempt at a mathematical solution to problem is attempted or comprehended.
The student develops and demonstrates a planned logical clear and well thought out approach to the solution of a complex task or problem. The student develops and demonstrates a planned logical approach but must modify the methods and process to complete the task or problem. The student develops an approach but lacks clarity and evidence of planning.
The approach taken by the student is disorganized, unclear, and haphazard with no logical sequence.
Student effectively, logically, and appropriately incorporates the principles of science to solve problems. Student incorporates the principles of science to solve problems.
Student attempts to incorporate the principles of science to solve problems.
No attempt is made to incorporate the principles of science to the problem at hand.
The student always chooses the appropriate technology to successfully accomplish a task. The student demonstrates the use of some appropriate technologies including various tools to successfully accomplish a task or solution. The student demonstrates limited use of technologies to successfully accomplish a task or solution.
The student rarely demonstrates the use of technologies when solving problems or tasks.
3 Proficient
2 Minimal
RESOURCES
1 inadequate Score
GRAPHIC COMMUNICATIONS
GRADES 9‐12
Graphic Communications, Prust, Zeke. The Printed Image, South Holland, Illinois.
PACING GUIDE
Unit
Unit 1: Elements of Design Unit 2: Paper Cutting Unit 3: Desktop Publishing Unit 4: Silk Screen Printing Theory Unit 5: Silk Screen Printing Techniques Unit 6: Silk Screen Printing Materials Unit 7: Silk Screen Printing Equipment Unit 8: Graphic Animation
Quarter 1 Quarter 2
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