Audio Video Production
Graphic Manipulations
Arts, Audio/Visual Technology, and Communications
Lesson Plan
Performance Objective
 Upon completion of this lesson, the student will develop an understanding of the three basic types of
graphics and how to manipulate them so the student can create a movie DVD slip cover.
Specific Objective
 Students will be able to manipulate different types of graphics for print or screen images.
 Students will create a composite image for a movie DVD slip cover and then print it.
Terms
Composite
Time
When taught as written, this lesson should take approximately 3 class periods to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.85. (c) Knowledge and Skills
(1) The student applies academic knowledge and skills in audio and video projects. The student is expected
to:
(B) apply mathematics knowledge and skills in invoicing and time-based mathematics by
demonstrating knowledge of arithmetic operations and applying measurement to solve problems;
(8) The student develops a basic understanding of audio and video production. The student is expected to:
(B) discuss and apply copyright laws in relation to fair use and acquisition;
(C) model respect of intellectual property;
(12) The student understands the pre-production process. The student is expected to:
(A) identify critical elements in the pre-production stage;
(B) use technology applications to facilitate pre-production by:
(i) designing and implementing procedures to track trends, set timelines, and evaluate progress
for continual improvement in process and product.
AAVTC: Audio Visual Production: Graphic Manipulations
Copyright © Texas Education Agency, 2015. All rights reserved.
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(14) The student understands and post-production process. The student is expected to:
(A) demonstrate appropriate use of hardware components, software programs, and their connections
by:
(ii) using various computer peripherals appropriately;
(iii) making appropriate decisions regarding the selection of software.
(C) demonstrate proficiency in the use of a variety of electronic input devices;
(E) acquire electronic information in a variety of formats;
(I) use appropriate computer-based productivity tools to create and modify solutions to problems by:
(i) integrating productivity tools.
Interdisciplinary Correlations:
English-English I
 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
 110.53(b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and
concisely
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Graphic Designer
O*Net Number: 27-2012.01
Reported Job Titles: Graphic Designer, Graphic Artist, Designer, Creative Director, Artist, Design Director,
Composing Room Supervisor, Creative Manager, Desktop Publisher, Graphic Designer/Production
Tasks: Create designs, concepts, and sample layouts based on knowledge of layout principles and esthetic
design concepts.
Determine size and arrangement of illustrative material and copy, and select style and size of type.
Confer with clients to discuss and determine layout design.
Develop graphics and layouts for product illustrations, company logos, and Internet websites.
Review final layouts and suggest improvements as needed.
Prepare illustrations or rough sketches of material, discussing them with clients or supervisors and making
necessary changes.
Use computer software to generate new images.
Maintain archive of images, photos, or previous work products.
Prepare notes and instructions for workers who assemble and prepare final layouts for printing.
AAVTC: Audio Visual Production: Graphic Manipulations
Copyright © Texas Education Agency, 2015. All rights reserved.
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
 Review and familiarize yourself with the terminology and the ‘DVD Slip Cover’ project.
 Download or showcase other examples of movie ‘DVD Slip Covers’.
 Have materials and websites ready to go prior to the start of the lesson.
References
Landa, R. (2013). Graphic Design Solutions (5th ed.). Boston, MA: Wadsworth Cengage Learning.
Instructional Aids
 Lesson Plan: Graphic Manipulations
 Slide Presentation: Graphic Manipulations
 DVD Slip Cover Grading Rubric
 Instructor computer or projection unit with audio equipment
 Online websites (teacher directed)
 Examples of movie DVD slip covers
 Industry standard Photo Manipulation software for students
 Industry standard Illustration software for students
 Pencils and paper
Introduction
1.
2.
3.
4.
5.
Ask students to identify their favorite movie poster.
Ask students if they think movie DVD slip covers are like miniature movie posters.
Show students examples of movie DVD slip covers.
Ask students how they would change any of the movie DVD slip covers.
Tell students that they will be creating their own version of one of the movie DVD slip covers, but first
they will need to go through a quick refresher on manipulating graphics.
AAVTC: Audio Visual Production: Graphic Manipulations
Copyright © Texas Education Agency, 2015. All rights reserved.
3
Outline
MI
Instructor Notes
Outline
Go through the slide presentation with
students. Discuss the following:
I: Three Basic Graphic Manipulations
II: Photographic Graphic Manipulations
III: Illustrative Graphic Manipulations
IV: Composite Graphic Manipulations
V: DVD Slip Cover Project
Note: Raster-based images refer
to images made up of tiny dots
or pixels. Photos are rasterbased, but so are video frames.
Each single video frame is a
single photo that can be
manipulated. For example, to
get people to fly in movies,
directors often suspend actors
by wires. These wires are then
edited out frame by frame.
Ask: Can you think of other
applications or reasons to
manipulate photos?
Note: Fonts and text are almost
always vector-based, like many
digital illustrations.
Ask: Can you think of other
applications or reasons to
manipulate illustrations?
Multiple Intelligences Guide
Existenti
alist
Interpers
onal
Intrapers
onal
Kinesthe
tic/
Bodily
Logical/
Mathema
tical
Musical/Rhyt
hmic
Natura
list
Verbal/Ling
uistic
AAVTC: Audio Visual Production: Graphic Manipulations
Copyright © Texas Education Agency, 2015. All rights reserved.
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Visual/Sp
atial
Application
Guided Practice
The teacher will go through the lesson and the slide presentation, including providing examples of movie DVD
slip covers.
As an in-class activity, the teacher may divide the students into groups and have them use pencil and paper to
make a quick, two-column chart, with each column labeled either “raster” or “vector.” The teacher may then
hand out the movie DVD slip cover examples and have each group label every element on the cover of their
movie as either a ‘raster’ or a ‘vector’ image. This exercise will reinforce the ‘composite’ graphic manipulations
involved in creating a movie DVD slip cover.
Independent Practice
The teacher will assign the DVD slip cover project and review the requirements, as outlined in the slide
presentation and in the grading rubric. The project may be printed, and students may want to slide their new
cover into a regular plastic DVD case.
Summary
Review
Review talking points and key terms from slide presentation.
Review the required elements for the student-created movie DVD slip cover project.
Evaluation
Informal Assessment
Students may be informally assessed through the following methods :
 Instructor observation during Guided Practice and Independent Practice activities
 Question and answer during the review
Formal Assessment
Students may be formally assessed through the following methods :
 DVD slip cover
 Students’ completed work may be assessed using the DVD Slip Cover Grading Rubric.
Enrichment
Extension
Students may create a composite graphic manipulation of a movie poster for their chosen movie. The
dimensions may be 11”x 17” or larger, and the poster may be printed for extra credit.
AAVTC: Audio Visual Production: Graphic Manipulations
Copyright © Texas Education Agency, 2015. All rights reserved.
5
DVD Slip Cover Grading Rubric
Criteria
Completeness
(30 points)
Basic
(30 points)
Creativity
(30 points)
Professional
Appearance
(10 points)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
27-30 points
15-26 points
1-14 points
0 points
Work is
complete and
presents a
unified whole.
Work is
complete, but
lacks unity.
Work is
incomplete.
No attempt was
made to produce
the DVD slip
cover.
27-30 points
15-26 points
1-14 points
0 points
DVD slip cover
has all the
required
elements.
DVD slip cover
has most of the
required
elements.
DVD slip cover
has some of the
elements but is
really
incomplete.
DVD slip cover
has none of the
required
elements.
27-30 points
15-26 points
1-14 points
0 points
Ideas are
original in
thought and
exceptionally
creative.
Ideas are
somewhat
original and
creative.
Limited
evidence of
creativity and
originality in
thought.
No evidence of
creativity or
originality in
thought or
execution of
project.
9-10 points
5-8 points
1-4 points
0 points
Excellent
project; neat
and professional
in appearance.
Good project.
Very few
corrections are
needed.
Fair project.
Several errors
are evident.
Project is
unprofessional
and errors
distract
significantly.
TOTAL
POINTS:
AAVTC: Audio Visual Production: Graphic Manipulations
Copyright © Texas Education Agency, 2015. All rights reserved.
6
Points