For P3, learners could capture images using a digital camera, or use a pre-existing image to edit. Tutors should supply learners with a user need. Learners must manipulate images to achieve a pre-defined effect which should be related to a defined user need, for example to be more eye catching, or to draw the attention to a specific element.
For P4, learners should create original images to present, for example, on the ‘company stand’ specified in the programme of suggested assignments table. These images must have a defined purpose.
For P5, learners must be given feedback from ‘users’, which in this case may be the tutors’ or other learners’ responses to the company stand. They should then modify designs based on this feedback and be able to explain the desired effect of these alterations.
M1 is a comparison. Normally a comparison would consider both good and less good points, but in this case only the limitations are being compared. Within the remit that the hardware and software must relate to the production of graphics, learners can select any hardware devices and compare the limitations of those, and then select any software packages and compare their limitations. Whilst it is more appropriate for learners to select the items themselves, the tutor can direct them to devices and packages, or can give them a short list of appropriate hardware and software from which to select.
For M2, learners must justify the choice of tools, file format, image resolution and colour depth used when
creating the images. The ‘justification’ asks for the reasons why those specific items were used.
For D1, learners will research the ongoing changes in, and additions to, output media and the effect this has
on the creation of graphic images.
For D2, learners need to use different file formats, different compression techniques, different image
resolutions and different colour depths, and for each show the final file sizes and the differences between
them. Some will, of course, be more significant than others. Learners can receive guidance in selecting each
attribute type but thereafter must produce the files and the comparison independently. It makes sense for
learners to reflect on what they have used in creating the three associated images, but if the tutor prefers they
can supply a different set of images and a list of the tools, file formats, image resolutions and colour depth
used, and learners can work with those.
P3
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Demonstrate the use of editing tools to edit
and manipulate images
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P4
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Create original graphic images to meet a
defined user need
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P5
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Modify images as a result of user feedback
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M1
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Compare the limitations of different hardware
and software packages used in graphics work
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M2
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Justify the software, tools, file format,
image resolution and colour depth used for creating graphic images
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D1
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Evaluate the impact of evolving output
mediums on the design and creation of graphic images
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D2
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Discuss the impact that file format,
compression techniques, image resolution and colour depth have on file size
and image quality
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