Photographics 10, Photography 20, 30 and Graphic Arts 20, 30

Module 39: Scanning and Design (Core)

Suggested time: 4-6 hours
Level: Intermediate
Prerequisite: Module 37

Foundational Objectives

To foster an awareness of quality as it pertains to image development and production.
To increase self-esteem from success with the production equipment, materials and techniques used.
To examine the effect of the elements and principles of design in graphic design.

Common Essential Learnings Foundational Objectives

To provide opportunities for active student involvement in decision-making related to technological developments. (TL)
To develop students' abilities to meet their own learning needs. (IL)

Learning Objectives

Notes

39.1 To use a digital scanner to scan and store graphic information. (TL)

Have the students work through manuals and tutorials in the software programs if they are available. Features to review include:

Preview or Pre-scan: to view the image as the scanner sees it.
Scan Mode: the format that the scanner collects and saves an image. The three most common are:
Black and white line art (no gray scale)
Grayscale: colours interpreted as shades of gray
Colour: requires more storage than the grayscale.
Resolution: scan resolution is measured in dots per inch (dpi), the more dots per inch that the scanner can read the higher (better) the resolution (sharpness) of the scanned image. Dots per inch are also called pixels, which are the minute spots or spaces that comprise an electronic image. Choosing a higher resolution than needed will create a large file to store, display and print with little noticeable image improvement. If too low a resolution is selected, the image will be jagged and coarse and detail will be lost. The greater the number of pixels, the greater the image detail.
Scale: if an image is scaled down, the resolution of the image improves. The more an image is enlarged, the poorer the resolution. Images should be scanned at the size they will be in the final printed piece to maintain the best image quality. To calculate the enlargement or reduction factor (called the sizing factor), use the following formula:

Image Resolution = Lines per Inch x Quality Factor x Sizing Factor

39.2 To design and create letterhead stationery. (TL, IL)

Have the students select a famous personality for whom a wide variety of images are available without copyright, (e.g., motion picture stars or political figures), scan images and type that will reflect the attributes or characteristics of the selected personality. Brainstorm items and use thumbnail sketches to layout the images and type fonts appropriate for the characteristics and the era being represented.

Complete the layouts of the thumbnail sketches, proof and print the final design.

The letterhead package could include:

Stationery
Envelope
Accounting forms.

As an another assignment, have the students create a logo with their name or initials and prepare a personal letterhead/stationery package. They could include their own image as well.

This assignment might be a useful artifact in the student's presentation portfolio.

Module 40: Introduction to Airbrushing (Core)

Foundational Objectives

To develop skills associated with the equipment, materials and techniques used in the graphic arts industry.
To develop an awareness of ethical and legal issues, such as copyright protection.
To increase self-esteem from success with the production equipment, materials and techniques used.
To work safely and cooperatively with other students and handle materials in a safe manner.

Common Essential Learnings Foundational Objectives

To develop an understanding of how knowledge is created, evaluated, refined and changed within graphic arts. (CCT)
To promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts. (CCT)
To develop students' abilities to meet their own learning needs. (IL)

Learning Objectives	Notes
40.1 To review the historical use of airbrushing. (COM, TL)	Have the students research the early airbrush work using powder dyes and hollow straws that can be traced for several thousand years.
40.2 To explain the differences in operating characteristics of airbrushes. (COM)	Have the students describe the differences between single acting and double acting airbrushes. Have the students name the parts of the airbrush and explain the proper technique to assemble and disassemble the airbrush. Discuss proper safety procedures to deal with airbrushes. Remind the students about the dangers of spraying without the use of an exhaust fan and spray booth. Have examples of students airbrush work on display to use to illustrate various techniques.
40.3 To prepare paints for airbrush application. (NUM)	As a variety of different types of paint may be applied with an airbrush, the students should practise measuring the paint, and the thinners and solvents required to spray the selected paint product. It is recommended that fluid acrylic paints be used as they are water based and produce no volatile vapors when mixed for use with the air brush.
40.4 To develop proper airbrush holding and trigger control techniques. (PSVS, IL)	Have the students practise starting and stopping the paintflow and the start and stop stroke techniques.
40.5 To develop skill in the application of various levels of paint gradation. (PSVS)	Students will need to protect their clothing when airbrushing. Coveralls or shop coats with long sleeves offer the best protection.
40.6 To demonstrate the use of painting masks and shields. (IL)	The use of masks or friskets to block paint from specific areas is important to layout.
40.6 To use of an airbrush to create a three-dimensional image on a two dimensional surface. (IL)	The students may demonstrate this technique using shading and shadows.
40.8 To demonstrate the correct method to clean and store airbrush equipment. (PSVS)	Stress the importance of thoroughly cleaning all the equipment to maintain the good condition of the airbrush equipment.