Technology Online webinar: Print media programmes

Kia hora te marinoKia whakapapa pounamu te moanaHei huarahi mā tātou i te rāngi neiAroha atu aroha maiTātou i a tātou katoaHui ē! Tāiki ē!Opening KarakiaMay peace be widespreadMay the sea be like greenstoneA pathway for us all this dayLet us show respect for each otherFor one another

Bind us all together

Karakia Timatanga

Kay Le Comte Hastings Girls’ High School Digital Technology Teacher

Julie McMahon (President NZACDITT) Digital Technologies Kings High School

Technology Online webinar: Print media programmes

I teach at Hastings Girls’ but prior to that I worked in advertising. I was a graphic designer, studio manager, creative team manager, … and I love digital media and design!

In particular PRINT!

I love digitalmedia

Introducing Kay Le Comte

We will look at:

● being confident in teaching print ● how to focus on teaching not the assessment● what different skills are required across levels one, two, and three● different ways to check efficiencies and rigour across the levels● sample classroom projects/topics using software tools● how much fun print and interactive projects can be

Webinar outline

Confidence in the project● If you include the students in the topic choices, they are more likely to

enjoy it – and that's half the battle won!● Decide whether students’ interests will work in a project.● Let the assessments fall out of the students’ work – rather than the

assessments leading the students’ work.● Provide clearly written student instructions and tasks.● Have confidence in what you decide to do!

Things that have worked for me:

● Level one: Gaming, animation, gift kits, activity books, book covers● Level two: Magazines, comics, resource booklets, movie/game

promotional ● Level three: Folders, infographics, branding projects

Print projectsWith print you have to commit to the design

● This makes research, concepts, and feedback very relevant to the development of the outcome.

● You can’t just change something online. There is no fixing it after it’s gone to press – so the finish has to be right.

● It’s important to use of variety of paper/cards stocks and finishing – gloss, stain, paper gsm, binding, seals, die-cut, folds, printer settings, and so on.

When using digital media implement standard to assess in mediums other than paper (for example, textiles, metal 3D printing), check the skills used will meet the requirements of the standard – especially, “ demonstrate an integration of at least two media types”. Product and spatial design often use photos, vectors, and/or drawing.

Write a good brief and BE CONFIDENT.

Teaching time vs assessmentSpend time on the teaching NOT on assessments.

● Decide what skills are required for the students to be successful, teach those, and then the assessments don’t take long.

● I start with my marking schedule and work backwards – this is what I want them to end up with, how do we get there!

Skill building time

Students start the assessments with a “library of resources” – content they have written, created, and experimented with. This way you’re facilitating their assessment not continuing to teach.

For example:

● taking their own images and manipulating them● creating sprites for games (you don't even need to make the game!)● using student initials in a personal vector logo/brand ● exploring writing practices for describe, explain, justify, and so on ● exploring technology process/planning – e.g., shopping with friends● Using NZ examples – Joseph Churchward (Samoan font designer), Majic

Jungle (creator of The Blockheads game), and so on.

Skills at level 1Level 1AS91073 (1.43)Implement basic procedures to produce a specified digital media outcome. (A) Skillfully (M) & Efficiently (E)

Edit and integrate digital media types to create an outcomei.e audio, video, graphics, animation or still images.

Design elements may include but are not limited to – colour (theory), line (align), shape, texture, clarity (resolution & text), scale (hierarchy of fonts), contrast, space, proximity.

Skillfully & Efficiency

What that looks like..

Skills Level 1 Project Ideas

Achieved student uses the right software, meets specifications, techniques are appropriate, some errors but doesn’t take away from design.

Merit = Skillfully creates a design using tools effectively - Independently makes decisions may not be right all the time but close! Checks mistakes, fixes errors as best as they can.

Excellent = uses tools correctly - no trial and error - planned approach. Effective use of settings, quick keys, formatting, proofs etc. Correct decisions are made. Solutions found.

When “implement” is done with concept/prototype the research can influence the tools & techniques that are required - students who actually study their research instead of just “doing” research will produce a better design.(A) .. Completes a functioning outcome - design can be naive, skills are simple i.e. font has hierarchy but font is Comic Sans!(M) .. Shows a developing ‘style’, design elements add to design. Tools & techn’ effectively/appropriate. Tried to fix design issues.(E).. Student has nailed it! No errors, decided on design not just go”ah that looks good”. Design elements create stronger design. Efficient i.e. quick settings/styles, used layers, exporting as separate images.

Design Elements

PhotosPlacedLayer rasterizedCropped to enhanceResolution/size checkedColour mode CMYK/RGBLayers Adjustment - hue/sat etcTransformBrushesLayer StylesFormatFiles

Vector Graphics Shapes (builder)PathfinderGradientsBrushesSymbols (edit)

LayoutPagesMarginsFramesText boxes (linked)

Using a feature they have created (vector) or original photograph (bitmap) i.e● Gaming - Cover or

Promotional Items for games they have made

● Wrapping paper, cards, stickers (Gift Kits)

● Magazine Covers - students interests - gaming, music, sports etc

● Children’s Book Covers - using a character they have created (vector or btm)

● Retelling legends or Fairy Tales

Skills at level 2Level 2AS91370 (1.43)Implement advanced procedures to produce a specified digital media outcome. (A) Skillfully (M) & Efficiently (E)Image Tools - gradient fills, drop shadows, layer masks, colour modes, correcting image distortion and noise, pixel selections, drawing, and web graphics. Text tools - link/flow data, threading, typography, indexing, drawing.Layout - design using master pages, and colour management.

Skillfully & Efficiency

What that looks like..

Skills (+L1) Projects

Student outcome must have integrated elements from at least two digital media. Selected the right software.

A = appropriate software, tools and techniques, uses design elements etc. Meets specifications & works (just)

M = accuracy and independence. Data Integrity completed throughout design process.Student produces a well designed, functioning outcome with consistent use of design elements, using appropriate software.

E = Efficiently - planned approach, uses resources well - time, tools, proofs, images,

Research influences design/skills.

Skills completed alongside prototyping students need to give evidence of the outcome’s fitness for purpose in its intended physical and social environment.This removes the “oh I like that” designs - as the feedback and purpose influence.

Grid Composition (on Master) Typography - Fonts complimentary fonts, hierarchy, legibility.Vector - format, linkedImages enhanced for clarity not over manipulated.Packaged.

Composition & TYpography

PhotosPathsMasksClear cuttingFilters

Vector Graphics Image traceFont - Create OutlinesEffects Gallery

LayoutGuidesLinked TextMaster PagesMaster settingEffectsAlign - ObjectsStyles

Animation

Making sustainable design decisions

Using print file adding interactive features - this adds greater need for colour management CMYK to RGB, file size, formats, browsers etc● Magazine ● Comics● Book/Movie Promo

Items● Design Element

resource● Animations - photo

backgrounds, vector characters/objects

● Sustainable Resource - helps with External○ Sustainable

Forestry Initiative (SFI)

○ Paper Type○ Paper gsm○ Paper Size○ Ink (vege)○ Printers

Skills at level 3Level 3AS91635 (3.43)

Implement complex procedures to produce a specified digital media outcome. (A) Skillfully (M) & Efficiently (E)

Print design: interactivity, form elements, chapters and sections, clipping paths,Extensible Markup Language (XML) content, prepress, resolutions.

Image manipulation: colour histograms (NO), adjustments, nondestructive editing, pen tools and paths, filter effects, graphic optimisations, colour management and printing, automation scripts.

Skillfully & Efficiency

What that looks like..

Skills (+L2) Projects

Student select software with features that enables effective demonstrate skills in creating, editing and integrating media types.Apply a set of complex tools and techniques A = appropriate software, tools and techniques, creates, editing, integrates.M = independence, decisions made re software & tools, and testings procedures. Student produces a well designed, functioning outcome with consistent use of design elements, using appropriate software.E = Efficiently - complexity, accurate, “no guesswork” planned approach - tool panel, styles, folios etc

Skills completed alongside prototyping students need to give evidence prototypeconsidering fitness forpurpose in the broadestSense.If outcome is produced and distributed ...Outcome produced to a commercial level:● Visit printers● Use printers

specifications● Printer pre-press● Layup for roll

paper● Paper stocks● Inks● School

printer's/paper

Good Design (external) judgement criteria

Intuitiveness, Style“Good Design”

PhotosVector Graphics Layout

InteractiveAnimation

Digital PublishingPDF tools, forms, buttons etc

Toolbars/panels are altered to suit design

Swatches are added

Links & Packaging

To commercial specification.

Using commercial printer specifications - this adds master, colour, links, format settings. Especially with die-cuts, folds, trimming, crop mark, laying up …. (research?)

Anything that can be printed...usually die-cut

● Folders● Children’s books

with cut outs● Popup books

Anything really!

Ask an expert questions

Fitness for purpose in its broadest sense in a digital context

● See this search question 4

News items

● All news tagged cultural appropriation

● All news items tagged print media

Videos

● Planning engaging digital media programmes

Student showcases

● Developing a website for a volunteer organisation

Technology online resources

● What is print media?● Do ebooks count as digital media?● How do you make the print booklet interactive?● What qualifies as complex skills and procedures in print media at level

3? ● What are the expectations of the final quality of the outcome?● How much knowledge should students have?● How can students be encouraged to be bold and innovative in their

design ideas?● What suggestions would you make for assessment across other

specialist and curriculum areas programmes around print media – for example, textile printing, DVC (printing posters), English (static images), home economics (analysing the influence of food advertising on well-being?)

Teacher questions

To ask a question, type your question into the chat.

With many participants, there might be delays so please be patient. Type your question again if you think it has been missed.

Question and answer section

Ka whakairia te tapuKia watea ai te araKia tūruki whakataha aiKia tūruki whakataha aiHui e Tāiki e

Restrictions are moved asideSo the pathway is clearTo return to everyday activitiesEnriched and unified

Karakia Whakamutunga