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10 ict photoshop_proj_2014
 

10 ict photoshop_proj_2014

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    10 ict photoshop_proj_2014 10 ict photoshop_proj_2014 Document Transcript

    • Subject: ICT Year: 10, 2014 Unit: Digital Still Image Editing Task ID: Item 1 ASSESSMENT CONDITIONS:       Task Type: Assignment Time: Individual student work All work to be student’s own (please sign Statement of Authorship below) Please complete all aspects of assignment Please maintain a current backup of all work completed Loss of work due to failure to maintain current backup will not result in assignment extension Consult teacher and Head of Department one week prior to due date if extension is required, only approved reasons will result in extension (see school assignment extension policy) 5 Weeks STANDARD AWARDED: (see attached criteria Sheets) Student Name: Teacher Name: CRITERIA: _______________ STANDARD: Product Process Mr Miles Communication Issue Date: Friday 21/02/14(Wk4) Draft Date: Friday 14/03/14 (Wk7) Due Date: (Wk 9) Friday 28/04/14 STATEMENT OF AUTHORSHIP: I, _______________________________ declare that:   I completed this assessment without any direct assistance from any other source, other than those listed in my bibliography or that accepted by the teacher. I completed this assessment with the following assistance: (add details if required) ________________________ Student Signature ________________________ Teacher Signature EMBEDDED COMPETENCIES: Version 1: Assessment Item C
    • See attached Sheet Version 1: ITS Assessment Item A
    • CONTEXT: Your task is to complete a promotional poster (optionally – as an additional credit you can also create an accompanying flyer) around a topic/event for which YOU have a passion or are incredibly enthusiastic about! It’s all about giving you, the designer, flexibility with the ideas you can potentially design for, so that you are able to choose one you will actually enjoy  However, the final concept for your poster/flyer must have the Teacher’s approval first before commencing design. You must respond on CANVAS discussions in the appropriate thread to have your design idea approved. Topics can be fictional, but more impressive designs will draw from ‘real life’! Your client is Mr Miles/Mr Van Bruggen, as they will be reviewing all of the submissions to select those that best demonstrate the level of graphic design skill held by 10ICT students in 2014’s Term 1 Unit. The look and feel of your product is of utmost importance, as it is to be informative and eyecatching as possible to both draw the viewer’s attention and get them involved in some way with the promotion. When designing think about functional elements such as: • • • • • • • Choice of photo objects for inclusion Placement of objects (Including text) in relation to one another Division of the document (Head, Body, Frames etc.) Colour / Contrast / Light intensity of elements Intended audience and the “Message being sent” Use and variety of Effects Demonstrate the use of a number of manipulation tools and a range of editing skills To complete this task, you must design/create your own unique “Logo/Mascot” relevant to the topic, which is to be embedded within poster (& flyer if you choose so). Finally, you must complete an oral presentation ‘selling’ your design to the client. Follow the steps below to assist you in completing the task. DESIGN SPECIFICATIONS: Poster Size: Flyer/Pamphlet: Logo: Photographs: Poster Title: 42cm x 30 cm 13 cm x 18.5 cm Must be an original graphic Access online (reference) Up To You  DESIGN THE SOLUTION IMPLEMENT THE SOLUTION     TEST THE SOLUTION    View websites for ideas / view available photos Create design a logo/mascot in Adobe Photoshop CS6 Access websites for photos/logo required (keep a list for reference) Create Poster/Flyer using a range of Adobe Photoshop skills developed throughout term’s coursework (folio); showcase as many of your skills as possible! – USE THE TICK AND FLICK SHEET Show a draft product for comment by client prior to the draft due date (see assignment cover Sheet for details) Make any adjustments as required/advised Present your design to the client (and in front of class) Version 1: ITS Assessment Item A
    • SUBMIT A PRODUCT  Submit all required materials (see attached checklist) to teacher via myPLS assignment dropbox prior to or on due date (see assignment cover Sheet for details) Version 1: ITS Assessment Item A
    • SUBMISSION CHECKLIST: When submitting assignment, please ensure that all items below are included: 1. Poster.psd, Flyer.psd & Poster.jpg, Flyer.jpg files are uploaded to the ‘Assessment Dropbox’ of our Course Site – 10ICT on Canvas Online. 2. Oral presentation transcript with Reference List (Be prepared to present your design as an oral presentation during block in submission week) CRITERIA SSHEET: Product Details Presentation Functionality Presentation Design Thought Use of Photo Editing/Vector Drawing Software Oral Presentation Content RESULT A B C D E Student has thought consistently and accurately about design principles prior to implementation. Student uses an extensive range of techniques appropriately, including (all):  Use of colour  Selectio n tools  Layers  Maskin g  Origina l graphics  Applica tion of design concepts Student has thought accurately about design principles prior to implementation. Student has thought about design principles prior to implementation. Student has thought minimally about design principles prior to implementation. Little or no attempt made to think about design principles. Student uses an good range of techniques appropriately, including (most):  Use of colour  Selecti on tools  Layers  Maskin g  Origin al graphics  Applic ation of design concepts Student uses some techniques including (two):  Use of colour  Selecti on tools  Layers  Maskin g  Origin al graphics  Applic ation of design concepts Student required extensive assistance to use photo editing /vector drawing software appropriately. Student effectively incorporates all aspects of their design into the presentation. Student incorporates all aspects of their design into the presentation. Student uses a range of techniques appropriately, including (at least three):  Use of colour  Selecti on tools  Layers  Maskin g  Origin al graphics  Applic ation of design concepts. Student incorporates most aspects of their design into the presentation. Student incorporates some aspects of their design into the presentation. Student incorporates few to no aspects of their design into the presentation. B+ C+ D+ E+ A+ A A- B B- C C- D D- E E-
    • CRITERIA SSHEET: Process MANAGING Details Design Thought WORKING Overall Effectiveness of Final Design REFLECTION Interpreting and Implementing Client Advice Testing Phase RESULT A B C Student has created a design that shows a complete interpretation of the client’s requirements. Student has created a design that shows a comprehensive interpretation of the client’s requirements. Student has created a design that shows a valid interpretation of the client’s requirements. Student has created a design that shows some interpretation of the client’s requirements. Little or no attempt made to analyse client needs. Student has provided an effective, appealing, design that conforms to client requirements and desktop publishing standards, showing originality and flair. Student has effectively interpreted and applied all feedback given from client at drafting stage to improve final design. The student judges and justifies with clear and specific understanding of client’s needs, the suitability of their product. Student has provided a somewhat effective, appealing, design that conforms to client requirements and desktop publishing standards, showing some originality and flair. Student has mostly interpreted and applied most feedback given from client at drafting stage to improve final design. Student has provided a design that conforms to some client requirements and desktop publishing standards. Student has provided an attempt at a design, vary rarely conforming to client requirements and desktop publishing standards. Little or no attempt made to produce a final design which conforms to client requirements and desktop publishing standards. Student has applied some feedback given from client at drafting stage to improve final design. Student has seeked feedback given from client at drafting stage. Student has made little or no attempt to gain and interpret feedback from client. The student judges and justifies with clear understanding of client’s needs, the suitability of their product. The student judges with understanding of client’s needs, the suitability of their product. The student judges at least two client’s needs in their product. The student judges at least one of the client’s needs in their product. A+ A A- B+ B B- C+ C D C- D+ D E D- E+ E E-
    • CRITERIA SSHEET: Communication (ORAL) Details Representing Information Using Language Oral Presentation RESULT A B The student uses appropriate contexts to construct and effectively communicate intended meaning of information in design sketches. The student has selected appropriate genre, context and sequences to represent information and ideas. The student uses appropriate contexts to construct and communicate intended meaning of information in design sketches. The student uses mostly appropriate contexts to deliver meaning in design sketches. The student has considered the context, but has applied in the basic fashion to deliver meaning in design sketches. The student has applied some language conventions at times in the design sketches. The student has usually selected appropriate genre, context and sequences to represent information and ideas. The student has used a wide vocabulary and consistently applies conventions of language (spelling, grammar, punctuation and logical expression). The student has provided evidence that genre has been considered and applied consistently. The student has provided evidence that sometimes genre has been considered and applied. The student has provided little to no evidence that genre has been considered and applied. The student has used an appropriate vocabulary and most conventions of language (spelling, grammar, punctuation and logical expression). The student has used a limited vocabulary and few conventions of language have been applied (spelling, grammar, punctuation and logical expression). Student communicates to audience incorporating most of the following aspects:  Eye contact with audience  Voice projection  Voice dynamics  Visual props  Appropriat e length  Organisatio n  Incorporate s question time Student communicates to audience incorporating the majority of the following aspects:  Eye contact with audience  Voice projection  Voice dynamics  Visual props  Appropriat e length  Organisatio n  Incorporate s question time Student effectively communicates to audience incorporating a few of the following aspects:  Eye contact with audience  Voice projection  Voice dynamics  Visual props  Appropriat e length  Organisatio n  Incorporate s question time The student has used inappropriate vocabulary and many conventions of language have not been applied (spelling, grammar, punctuation and logical expression). Student makes little to no attempt to communicate with audience. The student has used a wide vocabulary with discrimination and consistently applies conventions of language (spelling, grammar, punctuation and logical expression). Student effectively communicates to audience incorporating all the following aspects:  Eye contact with audience  Voice projection  Voice dynamics  Visual props  Appropriat e length  Organisatio n  Incorporate s question time A+ A A- B+ B C B- C+ C D C- D+ D E D- E+ E E-
    • 10ICT, Term 1: Poster / Flyer 'Tick and Flick', Evidence of Photoshop Skills Textbook Chapter 1. 'Getting Started' 2. 'Image Processing' 3. Using Layers 4. Selections 5. Painting and Drawing Concept p. 10; Screen Resolution and scaling settings p. 16; Correct colour mode (RGB, CMYK) p.16; Rotating and flipping images p.16; Cropping and straightening images p.18; Optimising images size/resolution p.20; Content aware scaling p. 21; Sharpening p.23; Tonal correction, Brightness/Contrast, Shadow/ highlight/Colour correction p.24; Variations p.26; Naming layers appropriately p.26; Background layer p.26; Locking layers p.27; Transforming layers; Moving, Resizing, Distorting,Rotating, p.29; Layer transperency p.31; Duplicating, Linking, Aligning p.32; Layer Style p.34; Merging and Flattening p. 36; Marquee Tools p.37; Feathering p.38; Lasso Tool P.38; Polygonal Lasso Tool p.39; Magnetic Lasso p.39; Magic Wand P.40; Quick Selection p. 40; Refine Edge p. 41; Transforming selection p.43; Paste into p.44; Used the colour picker/Swatch p.45; Eyedropper tool p.46; Different Brushes (sizes/styles) p.47; opacity / flow p.47; Pencil tool Included? ✔ ✔
    • 6. Photo retouching 7. Effects 8. Working with type p.47; Eraser tool p.49; Art History Brush p. 49; Smudge tool p.50; Stroking and filling p.50; Paint Bucket p.51; Gradient tool p.52; Shape tools p. 53; Pen tool p.53; Freeform Pen p.54; Drawing with Paths p.57; Clipping paths p.58; Transperency p.59; Background and Magic eraser p.61; Spot healing p.61; Healing brush p.62; Patch tool p.62; Clone stamp p.63; Dodge p.63; Burn p.63; Sponge p.63; Blur and Sharpen p.64; Red eye p.64; Color replacement p.65; Panoramas p.66; Filter gallery p.69; Warp p.70; Create and format Text p. 71; Warp text p. 71; Transform text p.72; Flowing Text along a path p.72; Rasterise text p.72; Type mask on text
    • 6. Photo retouching 7. Effects 8. Working with type p.47; Eraser tool p.49; Art History Brush p. 49; Smudge tool p.50; Stroking and filling p.50; Paint Bucket p.51; Gradient tool p.52; Shape tools p. 53; Pen tool p.53; Freeform Pen p.54; Drawing with Paths p.57; Clipping paths p.58; Transperency p.59; Background and Magic eraser p.61; Spot healing p.61; Healing brush p.62; Patch tool p.62; Clone stamp p.63; Dodge p.63; Burn p.63; Sponge p.63; Blur and Sharpen p.64; Red eye p.64; Color replacement p.65; Panoramas p.66; Filter gallery p.69; Warp p.70; Create and format Text p. 71; Warp text p. 71; Transform text p.72; Flowing Text along a path p.72; Rasterise text p.72; Type mask on text