1. CUV503111 Diploma of Graphic Design
Assessment 5 Original design portfolio
CUVGRD504 Create and manipulate graphics
OC assessment code: 31186/01
By Colleen Sedgwick
(E0498336)
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duced or utilised in any form or by any means, electronic or mechanical, including pho-
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Copyright Permissions, Open Colleges, PO Box 1568, Strawberry Hills NSW 2012.
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been appropriately capitalised. Use of a term in this text should not be regarded as af-
fecting the validity of any trademark or service mark.
© Open Colleges Pty Ltd, 2014

2. Assessment overview
Introduction
The assessment requires you to create two original designs on A4 size
pages based on a given scenario and share the stages of the develop-
ment of this project by completing the five progress challenges through-
out the learning modules.
The design scenario
The scenario involves a fictional publishing house that creates storybooks
as printed, digital, or interactive based content. They have commissioned
you to choose two different famous legends, fables or myths from two
different countries and create a single page A4 size teaser advertisement
or poster (landscape or portrait) for each story you choose. The company
plans to use these designs for possible posters, downloadable ads and
other means. Although they have no restriction on what designs you can
come up with, they do need you to include the following details in your
designs. These are:
• The title of the story.
• Graphic design that attracts potential readers and gives them an idea of
what the fable, legend, or myth is about.
• Name of the company (Acme Publishing); you can choose any font or cre-
ate a logo for them if you desire.
• The release date of the storybook (any date of your choosing).
• Your own name or logo as the designer.
File naming
Once you feel confident that you have covered the learning materials
for this unit, you are ready to attempt this assessment. To help Open
Colleges manage your assessment, please use the following file-naming
convention: [student number]_[assessment]_[assessment number].doc
for example 12345678_21850a_01.doc.
Assessment submission
When you are ready to submit your assessment, upload the file in Open-
Space using the Assessment Upload links in the relevant study period of
your course. The Student Lounge provides a ‘Quick Guide to Uploading
Assessments’ if you need further assistance. Uploading assessments in
OpenSpace will enable Open Colleges to provide you with the fastest
feedback and grading on your assessment.
It is important that you keep a copy of all assessment materials submit-
ted to Open Colleges.
Tips
We strongly recommend you complete all activities and engage in the
student forums throughout the module.
Elements and critical aspects
Assessment for this unit of competency is comprised of: CUVGRD504A
Create and manipulate graphics
You will be assessed on your understanding of the following:
• analyse design needs
• develop and refine ideas for graphics
• manipulate graphic objects
• finalise technical aspects of graphics work
• Evaluate graphics work.
You must demonstrate the ability to:
• create original graphics for at least two different graphic design projects
• use an extended range of tools and features of relevant software with a
high level of technical proficiency
• Integrate technical and creative processes to produce outcomes that meet
design objectives.
Assessment overview
Introduction
The assessment requires you to create two original designs on A4 size
pages based on a given scenario and share the stages of the develop-
ment of this project by completing the five progress challenges through-
out the learning modules.
The design scenario
The scenario involves a fictional publishing house that creates storybooks
as printed, digital, or interactive based content. They have commissioned
you to choose two different famous legends, fables or myths from two
different countries and create a single page A4 size teaser advertisement
or poster (landscape or portrait) for each story you choose. The company
plans to use these designs for possible posters, downloadable ads and
other means. Although they have no restriction on what designs you can
come up with, they do need you to include the following details in your
designs. These are:
• The title of the story.
• Graphic design that attracts potential readers and gives them an idea of
what the fable, legend, or myth is about.
• Name of the company (Acme Publishing); you can choose any font or cre-
ate a logo for them if you desire.
• The release date of the storybook (any date of your choosing).
• Your own name or logo as the designer.
File naming
Once you feel confident that you have covered the learning materials
for this unit, you are ready to attempt this assessment. To help Open
Colleges manage your assessment, please use the following file-naming
convention: [student number]_[assessment]_[assessment number].doc
for example 12345678_21850a_01.doc.
Assessment submission
When you are ready to submit your assessment, upload the file in Open-
Space using the Assessment Upload links in the relevant study period of
your course. The Student Lounge provides a ‘Quick Guide to Uploading
Assessments’ if you need further assistance. Uploading assessments in
OpenSpace will enable Open Colleges to provide you with the fastest
feedback and grading on your assessment.
It is important that you keep a copy of all assessment materials submit-
ted to Open Colleges.
Tips
We strongly recommend you complete all activities and engage in the
student forums throughout the module.
Elements and critical aspects
Assessment for this unit of competency is comprised of: CUVGRD504A
Create and manipulate graphics
You will be assessed on your understanding of the following:
• analyse design needs
• develop and refine ideas for graphics
• manipulate graphic objects
• finalise technical aspects of graphics work
• Evaluate graphics work.
You must demonstrate the ability to:
• create original graphics for at least two different graphic design projects
• use an extended range of tools and features of relevant software with a
high level of technical proficiency
• Integrate technical and creative processes to produce outcomes that meet
design objectives.

3. Assessment Part A
Formalising the design brief
Nature of task: Report
Word count: 250
Required
You are required to complete Progress challenge 1.
Recommended
• Complete all activities
• Engage in forum discussion
Summary
Save your final work as a PDF for final submission.
Activity Progress challenge 1: Formalising the design brief
This progress challenge requires you to create a formal written design
brief based on the initial project details for the hypothetical scenario.
The design brief should include the following:
• The communication objectives of each advertisement that describes
the target audience and the purpose and message of the designs.
• The technical requirements of the project that includes the delivery
specifications and possible timelines for both advertisements.
• Creative objectives of the project that include possible styles and cre-
ative approaches.
Answer
• Communication objectives: A4 teaser for two different legends, fa-
bles or myths – a story book that advertises these books.
• Target audience – school-aged children: this is a picture book for
school aged children, particularly for those in the Catholic (or Chris-
tian) education system.
• Myth/legend #1: The Legend of the Boy and the Eagle (Couffer, 1967;
Riordan, 2009 – an ancient Pueblo (Hopi or Zuni) legend about a
young boy who befriends a baby eagle, but is banished from the
tribe for setting the eagle free (because he disobeys the tribal proto-
col). He struggles to survive out in the desert but manages to, thanks
to the eagle he had set free.
• Myth/legend #2: The Prodigal Son – a young man turns away from
his family, but returns and is welcomed back into the home (Wikipe-
dia, 2016; Wellman, 2014).
Both stories, though they come from two completely different cultures,
demonstrate the same point – about hardship, family, love, belonging
and forgiveness.
Both stories are set in a harsh, desert-like environment, be it the Ameri-
can Southwest or the Middle East (during Biblical times), and show what
can happen when one is either ‘cast out’ of society or turns away from it;
goes away and has to fend for oneself.
Technical requirements:
• A4 sized advertisement for books, can be in RGB (as an internet-based
advertisement) or CYMK colour formats.
• Release date of story books: 1st July, 2016.
• Name of publisher: ACME publishing (squarish, solid-looking font to
be used).
• Name of designer: Colleen Sedgwick of Sedgie Art.
• Creative objectives: colourful book covers and catchy storylines and
titles; desert-like scenery

4. Picture 1: c/o Wikipedia: The Legend of the Boy and the Eagle in https://en.wiki-
pedia.org/wiki/The_Legend_of_the_Boy_and_the_Eagle;
Picture 2: Wikipedia (2016): Parable of the Prodigal Son, taken from Luke 15.1-32, New Tes-
tament, Holy Bible; in https://en.wikipedia.org/wiki/Parable_of_the_Prodigal_Son;

5. Assessment Part B – Design exploration and mock-ups
Nature of task: Visual evidence and report
Word count: 100
Required
You are required to complete Progress challenge 2.
Recommended
• Complete all activities
• Engage in forum discussion
Summary
Save your final work as a PDF for final submission.
Progress challenge 2: Design exploration and mock-ups
This progress challenge requires you to describe the design exploration
process you undertook in choosing the concept you will be implement-
ing for your design project. This involves providing the following ele-
ments:
• Two A4 landscape mood-boards showing at least 8 images that
served as your inspirations in coming up with ideas for the project.
• At least two rough sketches of design ideas that you did not choose
to implement for each of the storybook advertisement or poster you
came up with (two for advertisement or poster 1, and two for adver-
tisement or poster 2)
• A report describing how you assessed and chose which idea you
wanted to implement, this may revolve around the following:
• The technical complexity, skill or time constraints in implementing
the idea
• The coherence and relationship of different graphic elements with
one another
• Effective use of design principles and elements
• Their potential to meet the design brief and communication objec-
tives
• Provide one mock-up / final sketch for each of the designs you even-
tually chose and wanted to use for this project (one for the first story
advertisement or poster 1, and one for the second story advertise-
ment or poster 2).
Answer
Part 1 - Mood Boards
(See pages 6-7)
Part 2 – Designs I chose not to use
(See page 8)
One of these is the first sketch of The Prodigal Son, where the father is
welcoming his ‘wayward’ son into the family home, and is giving him a
hug.
The other one I chose not to use was the first one of The Legend of the
Boy and the Eagle (though I might use that for another time)
Part 3 – Technical Constraints in choosing my designs
I chose not to implement this first one (for The Prodigal Son) because I
was concerned that it might not meet the brief objectives and/or com-
municate the ‘right message’ (after I did this drawing, I realised that it
looked like one of the father’s hands was near a place it shouldn’t be,
and this was something I didn’t wish to ‘promote’). Hence, I had to re-do
this design.
I am unsure with the 1st one (of The Legend) – It is a silhouetted version
of the boy, with the eagle on his shoulder, and with a bow and arrow. I
liked the idea of the silhouetted figure personally, but wasn’t sure as to
whether or not it would be suitable for a children’s book (young children
usually prefer something more ‘colourful’).
Part 4 – Mock-ups and final sketches
(See page 8)

6. By Pompeo Batoni - [1], Public Domain,
https://commons.wikimedia.org/w/index.php?cu-
rid=4628046
Public Domain, https://commons.wikimedia.org/w/index.php?cu-
rid=562210
By FranzMayerstainedglass - Own work, GFDL, https://commons.
wikimedia.org/w/index.php?curid=9538365
By James Tissot - Online Collection of Brook-
lyn Museum; Photo: Brooklyn Museum, 2006,
00.159.185_PS1.jpg, Public Domain, https://
commons.wikimedia.org/w/index.php?cu-
rid=10904523
By Gerard van Honthorst - The Yorck Project: 10.000 Meisterwerke der
Malerei. DVD-ROM, 2002. ISBN 3936122202. Distributed by DIRECTMEDIA
Publishing GmbH., Public Domain, https://commons.wikimedia.org/w/index.
php?curid=153014
By Cl-Fd_Saint-Eutrope-vitrail1.jpg: Romary
derivative work: Radagast3 (talk) - Cl-Fd_Saint-Eu-
trope-vitrail1.jpg, CC BY-SA 3.0, https://commons.
wikimedia.org/w/index.php?curid=10641305
T h e P r o d i g a l S o n :
L u k e 1 5 : 1 - 3 2
31186 - Mood Board by Colleen Sedgwick

7. Images c/o: Wikipedia; Couffer, J (1967): The Legend of the Boy and the
Eagle inhttps://en.wikipedia.org/wiki/The_Legend_of_the_Boy_and_the_
Eagle; see also http://www.imdb.com/title/tt0061904/
The Legend of the Boy and the Eagle
(Ancient Pueblo Legend)
31186 - Mood Board by Colleen Sedgwick

9. Assessment Part C – Implementation and manipulation
Nature of task: Visual evidence and report
Word count: 250
Required
You are required to complete Progress challenge 3.
Recommended
• Complete all activities
• Engage in forum discussion
Summary
Save your final work as a PDF for final submission.
Activity Progress challenge 3: Implementation and manipulation
This progress challenge requires you to share your project implementa-
tion process by providing visual and written evidence comprised of the
following:
• A brief written description showing at least five examples of work
safety and copyright practices you observed during the implemen-
tation of your project.
• Three clear scans or images showing the evolution of your digital
design for the first storybook advertisement. These images should
indicate that you experimented and played around with different
variations and design considerations when implementing the con-
cept.
• A brief written report explaining the elements and principles of
design that you observed and used in implementing the first adver-
tisement.
• Three clear scans or images showing the evolution of your digi-
tal design for the second storybook advertisement. These images
should indicate that you experimented and played around with
different variations and design considerations when implementing
the concept.
• A brief written report explaining the elements and principles of
design that you observed and used in implementing the second
advertisement.
Answer
Part 1
Work safety practices (University of Western Australia, 2012) I have ob-
served/practised include:
• taking regular breaks;
• correct posture at my work station
• And keeping hydrated and energized.
Good copyright practices include:
• correct referencing of other people’s work (particularly when quot-
ing form them or using their pictures);
• Not copying other people’s work without giving them due credit
(Copyright Australia, 2016; IP Australia, 2016).
Part 2
Images for first ad (see page 10).
Part 3
I chose these ones because they have some colour: I was tempted to
use black and white entirely, and the figures (in the foreground) as a
silhouette, but felt it was important to put faces to the characters. Here
are my silhouette figures for this advertisement and one simplified
sketch (see page 10).
For the background, here are some things I have done (two greyscale
and one black and white).
These images were all done using the Image Trace tool in Illustrator.
Part 4
Images for 2nd ad (see page 11)
Part 5
Here are the images I would have included for the foreground (the boy
with the eagle on his shoulder) (Two silhouetted figures).
And here are some background images I didn’t use - three of which
that were also in black and white and one in colour (see page 11).
For these images, I used the same techniques as I did for the last set.

12. Assessment Part D – Technical report
Nature of task: Report
Word count: 200
Required
You are required to complete Progress challenge 4.
Recommended
• Complete all activities
• Engage in forum discussion
Summary
Save your final work as a PDF for final submission.
Activity Progress challenge 4: Technical report
This progres challenge requires you to create a technical report to verify
if your designs were able to comply and address the technical require-
ments of the project. To do this, submit the following:
• A written description showing how the resolution and colour mode
of the digital design file would comply and address technical require-
ments of the project if it were to be delivered as electronic and print-
ed adverts.
• A written description showing a situation where you will need to save
your design files as PDFs.
• A written description showing a situation where you will need to save
your design files as GIFs.
• A written description showing a situation where you will need to save
your design files as JPGs.
Answer
Depending upon your exact design, it is better to have a vectorised ver-
sion of a digital design file rather than a rasterized one: the reason being
is that rasterized images are built of pixels and become all blotchy (i.e.
pixelated) when you try to increase the size of the image. Vectorised
images have the advantage over rasterized ones because they are made
of points and paths and you don’t lose out on quality when you increase
the size.
Colour modes – RGB (red, green and blue) colour modes are best for
electronic adverts while CMYK (cyan, magenta, yellow, and black) are
best for printed adverts (Open Colleges, 2014):.
To save design files in the following formats, here are the situations
where you need to do so (Ibid).
• As PDFs: if one is to save a document as a PDF (or Portable document
format), the document is often one consisting of multiple pages, a lot
of text and may have both raster and vector images.
• As GIFs: to save as GIF (Graphic Interchange Format), files consist of
indexed colour (which means it will save as a maximum of 256 co-
lours) and are good for simple illustrations, logos and to upload to
websites (particularly as a moving image that is not a video).
• As JPEGs (JPGs): JPG (Joint photographic expert group) files are im-
ages which are built as the result of compressing images, making it
easy to share these images without losing quality; one can upload
photographs and similar images quickly and easily via a website.

13. Assessment Part E – Critique and feedback
Nature of task: Report
Word count: 150
Required
You are required to complete Progress challenge 5.
Recommended
Complete all activities
Engage in forum discussion
Summary
Save your final work as a PDF for final submission.
Activity Progress challenge 5: Critique and feedback
This progress challenge requires you to describe the feedback and eval-
uation process you experienced in your storybook advertisement de-
signs. Submit the following:
• A report on what you feel can be improved on your final designs and
how.
• Show and share your designs with at least two peers or friends and
in a report summarise the feedback and critique you got and explain
how these can be useful in refining your designs.
Answer
Part 1
The result can be seen in Part 2 – which shows both greyscale and colour
versions of both book covers. I loved experimenting with the image
trace tool and the use of gradients, and the end result can be quite dra-
matic. What kinds of images I use would depend upon the age of the
target market – picture books for younger readers would look better
with a coloured illustration; though if it were a chapter book (for older
readers) I could probably get away with the greyscale ones.
Part 2
I have experimented with greyscale images as well as colour and here are
the results (see pages 14 and 15).
Part 3
Critique – as of Monday, 9 May 2016, I have yet to receive feedback.
I received feedback on the Open Colleges (2016) forum, two days’ later
for Progress Challenge 3 :
Re: ACTIVITY progress challenge 3
By Lakeia Mundine - Wednesday, 11 May 2016, 10:26 AM
Hi Colleen,
I just dropped by to say I gave feedback on your posters in progress challenge 5, I think
they are well designed!
- Lakeia
And then it was for Progress Challenge 5 :
Re: ACTIVITY progress challenge 5
By Lakeia Mundine - Wednesday, 11 May 2016, 10:23 AM
Hi Colleen,
I like how your posters are very unique with black and white characters against a co-
lourful background and the many different ways you placed the book titles displayed
in the posters, it helps makes both posters eye-catching and effective.
- Lakeia

16. Assessment Part F – Design delivery
Nature of task: Artwork
Word count: NA
Required
You are required to complete Progress challenge 6.
Recommended
• Complete all activities
• Engage in forum discussion
Summary
Save your final work as a PDF for final submission.
Activity Progress challenge 6: Final work
• In a single page, provide and share the final ad or poster design you
created for the first legend, fable or story you chose.
• In a single page, provide and share the final ad or poster design you
created for the second legend, fable or story you chose.
Assessment SUBMISSION
Instructions
• Collate parts A–F into a single ZIP file comprised of 6 PDFs.
• Follow file-naming conventions.
• Navigate to your Assessments page to submit.
Answer
Part 1: The Prodigal Son
Final illustration and mock-up (page 17).
Part 2: The Legend of the Boy and the Eagle
Final Illustration and mock-up (page 18).

17. In Bookstores
July the 1st, 2016

18. In Bookstores
July the 1st, 2016

19. R e f e r e n c e s
• Copyright Australia: www.copyright.org.au; accessed Tuesday, 3 May 2016 at 8:02:31 PM
• Couffer, J (1967): The Legend of the Boy and the Eagle in https://en.wikipedia.org/wiki/The_Legend_of_the_Boy_and_the_Eagle; see also http://
www.imdb.com/title/tt0061904/;
• IP Australia: http://www.ipaustralia.gov.au/ip-infringement/; accessed Tuesday, 3 May 2016 at 8:02:31 PM
• Open Colleges (2016): Open Space forum – Progress Challenge 3, in https://learning.opencolleges.edu.au/mod/forum/discuss.php?d=66800;
viewed Monday, 16 May 2016 at 11:48:52 PM;
• Open Colleges (2016): Open Space forum – Progress Challenge 5, in https://learning.opencolleges.edu.au/mod/forum/discuss.php?d=66803;
viewed Monday, 16 May 2016 at 11:52:50 PM;
• Open Colleges Australia (2014): 3.1 Graphic Objects in Module 3 – Graphic Design Basics: Create and Manipulate Graphics (CUVGRD501A); Pages
27-28.
• Open Colleges Australia (2014): 4.1 Technical Specifications in Module 3 – Graphic Design Basics: Create and Manipulate Graphics (CUVGR-
D501A); page 36.
• Open Colleges Australia (2014): 4.3 File Formats in Module 3 – Graphic Design Basics: Create and Manipulate Graphics (CUVGRD501A); page 40
• Riordan, H (2009): Legend of the Hopi Boy and Eagle, in YouTube: https://www.youtube.com/watch? v=aMoIGw8ewkk;
• University of Western Australia (2012): Safety, Health and Wellbeing – Computer Station Ergonomics, in http://www.safety.uwa.edu.au/health-well-
being/physical/ergonomics/workstation; accessed Tuesday, 3 May 2016, at 7:49:27 PM;
• Wellman, J (2014): Parable of the Prodigal Son, in Christian Crier, http://www.patheos.com/blogs/christiancrier/2014/04/22/parable-of-the-prod-
igal-son-summary-meaning-and-commentary/; accessed Saturday, 30 April 2016 at 9:32:53 AM
• Wikipedia (2016): Parable of the Prodigal Son, taken from Luke 15.1-32, New Testament, Holy Bible; in https://en.wikipedia.org/wiki/Parable_of_
the_Prodigal_Son; accessed Saturday, 30 April 2016 at 9:15:20 AM;