Lesson Plan
Course Title:
Printing & Imaging Technology
Session Title:
General Tasks of the Prepress Operator
* This is Lesson #6 if used as part of the overall unit on Printing & Imaging Technology.
However, this lesson may be taught as a stand-alone project if desired.
Lesson Duration:
Approximately one to two 90-minute class periods
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the learner will be able to
describe the role of the prepress operator and how the job has evolved over time with the
development of technology.
Specific Objectives:
1. Define traditional prepress jobs.
2. Identify prepress tasks that have changed as a result of technology.
3. Define contemporary prepress jobs.
4. Conduct a survey of local shops to gain insight into their prepress operations.
5. Create an electronic database of jobs available in prepress in the local area.
Preparation
TEKS Correlations:
§130.96
(1) The student applies academic knowledge and skills in printing and imaging projects. The
student is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and edit documents; and composing and editing copy for a
variety of written documents such as brochures, programs, and newsletters;
(2) The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) give formal and informal presentations;
(E) apply active listening skills;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills.
(4) The student applies information technology applications. The student is expected to use
personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for printing and imaging projects.
(5) The student understands printing systems. The student is expected to analyze and
summarize the history and evolution of the printing and imaging field.
(9) The student develops employability characteristics. The student is expected to:
(B) demonstrate positive work behaviors and personal qualities needed to be
employable; and
(E) demonstrate skills in evaluating and comparing employment opportunities.
AAVTC: Print and Imaging Technology: Prepress Operator
Copyright © Texas Education Agency, 2013. All rights reserved.
1
(11) The student develops a technical understanding of printing and imaging. The student is
expected to:
(A) employ processes required for the production of various printed products by:
(i) understanding the diversity of the printing process; and
(D) acquire information in a variety of formats.
Instructor/Trainer
References:
Prust, Z. A. (2009). Graphic communications: The printed image (5th edition). GoodheartWillcox Co., Inc. ISBN-10: 1605250619; ISBN-13: 978-1605250618.
http://www.onetonline.org/link/summary/51-5111.00
Author’s expertise
Instructional Aids:
Prepress Operator slide presentation
http://www.bls.gov/oco/ocos230.htm
Materials Needed:
The local yellow pages or a computer with Internet access
Paper
Pen/Pencil
Equipment Needed:
Computer and projection system with appropriate software to display slide presentation
Telephone
Computers with Internet access and database or spreadsheet software
Learner
None
Introduction
MI
Introduction (LSI Quadrant I):
SAY: In an ever-changing world, certain jobs are bound to change as technology
changes. You will soon see how much the job of prepress operator has
evolved since the days that most everything that went to print passed through
several processes done previously by hand. Now most of these processes
are done digitally, on the computer.
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Define traditional prepress jobs
A. Film stripper – The person responsible for
image assembly was the film stripper.
Note: Use slide presentation
to cover main ideas and
define each of the traditional
prepress jobs using outline.
AAVTC: Print and Imaging Technology: Prepress Operator
Copyright © Texas Education Agency, 2013. All rights reserved.
2
B. Platemaker – The person who was
responsible for the actual creation of the
plates used on the press that contained the
paginated text and graphics was the
platemaker. (This job involved the use of
chemicals and today is a direct ‘CTP’ or
computer to plate process.)
C. Lithographic dot etchers – Manual
alteration of the dot structure to alter color
was done by dot etchers.
D. Camera operator – They took cameraready paste-up work in its final form and did
the actual photomechanical processes that
converted the work to film.
II. Identify prepress tasks that have changed as a
result of technology
A. Typesetting – Graphic design
B. Paste-ups – Proofreading/final editing
C. Mechanicals – Computerized work flow
management
III. Define contemporary tasks of prepress
operators
A. Graphic design and desktop publishing –
They have learned to not only design and do
layout but follow the entire process through
until a document reaches the printing press.
B. Color correction – Do color correction and
touch-ups; use scanners, proofers and color
correction devices.
C. Preflight technicians – Streamline and
reformat documents received from a graphic
designer.
D. Output technicians – Send documents to
imagesetting, platesetting, and digital
proofing equipment.
E. Color proofers – Make analog or digital
color proofs for the purposes of verifying
image quality and/or to check positioning of
elements to layout specification.
IV. Conduct a survey of local shops to gain insight
into their prepress operations
A. Variety of shops
1. Small Shops
2. Large industrial shops
3. In-house
B. Survey Process
1. Introduce yourself (name, school)
It sounds like the job of
prepress operator is actually
changing into many different
job descriptions with the
advent of higher technology.
Do you think this is this true?
Note: If you are polite, you
can get good information.
Have one person in the group
enter the information in a
group database for the rest of
the class. Be sure that only
one group calls a particular
shop. Repeat phone surveys
to the same shop reflect
poorly on your program.
AAVTC: Print and Imaging Technology: Prepress Operator
Copyright © Texas Education Agency, 2013. All rights reserved.
3
2.
3.
4.
5.
State reason for calling
Ask questions clearly
Verify information
Ask questions for clarification if
necessary
6. Thank the person for their time
V. Create an electronic database of jobs available
in prepress in the local area
A. Identify shops
B. Record general information about shop
(name, address, size of organization)
C. Record responses to questions
D. Indicate availability of the shop for a field
trip/tour
E. Indicate availability of the shop foreman as a
guest speaker
Application
MI
Guided Practice (LSI Quadrant III):
Using a local print shop as an example, demonstrate how to conduct a phone survey
and add the shop to a database.
Have students create a script and role play prior to making actual phone calls.
QUESTIONS TO ASK:
How many prepress operators do you currently employ?
▪ What are their jobs?
▪ Has their job function changed quite a bit in the past 10 years?
▪ In what ways?
▪ What do the prepress operators at your facility do on a daily basis?
▪ What type of skill set do you recommend to work at a shop like yours?
▪ Where can I go to gain this skill or is it all on the job training?
MI
Independent Practice (LSI Quadrant III):
Group students in pairs or small groups (three to four).
Provide each group with access to Internet or the local yellow pages.
Have groups work on surveying the shops in the local market using the script
developed during Guided Practice.
Summary
MI
Review (LSI Quadrants I and IV):
Have groups discuss their reactions to and opinions about the survey process as
well as any thoughts about their specific shop information.
AAVTC: Print and Imaging Technology: Prepress Operator
Copyright © Texas Education Agency, 2013. All rights reserved.
4
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Teacher monitors individual/group progress as students work on activities. Teacher
provides individual help/redirection as needed.
MI
Formal Assessment (LSI Quadrant III, IV):
Check database sheets for each group to see that groups obtained the desired
information and completed the survey.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Students who want to see prepress operators at work could ask if they could
schedule a visit to a local shop and meet the foreman that they surveyed. This
personal connection just might lead to an internship!
AAVTC: Print and Imaging Technology: Prepress Operator
Copyright © Texas Education Agency, 2013. All rights reserved.
5