Lesson Plan
Course Title:
Printing & Imaging Technology
Session Title:
Bindery Tasks
* This is Lesson #4 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 90-minute class periods
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to
demonstrate proficiency with a piece of bindery equipment.
Specific Objectives:
1. Define the major functions of a bindery.
2. Describe the operating differences between small shop binderies and large book binderies.
3. Compare and contrast bindery processes for various media.
4. Identify skills required to work in a bindery.
Preparation
TEKS Correlations:
§130.96
(1) The student applies academic knowledge and skills in printing and imaging projects. The
student is expected to:
(B) apply mathematics knowledge and skills by identifying whole numbers, decimals,
and fractions applied to measurement and scale; demonstrating knowledge of
arithmetic operations; using conversion methods such as fractions to decimals and
inches to points; and applying measurement to solve a problem.
(2)
The student applies professional communications strategies. The student is expected to:
(C) interpret and communicate information, data, and observations; and
(E) apply active listening skills; and
(F) listen to and speak with diverse individuals.
(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.
(6)
The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations.
(11) The student develops a technical understanding of printing and imaging. The student is
expected to:
(F) apply desktop publishing to create products by:
(vi) developing and referencing technical documentation.
Instructor/Trainer
References:
Prust, Z. A. (2009). Graphic communications: The printed image (5th edition). GoodheartWillcox Co., Inc. ISBN-10: 1605250619; ISBN-13: 978-1605250618.
AAVTC: Print and Imaging Technology: Bindery Tasks
Copyright © Texas Education Agency, 2013. All rights reserved.
1
Author’s expertise
Instructional Aids:
Bindery Tasks slide presentation
http://web.uflib.ufl.edu/preserve/binding/VirtualTour/index-new.htm
Bindery Tasks Rubric
Materials Needed:
Paper
Pencil
Equipment Needed:
Computer and projection system with appropriate software to display slide presentation
Computers with Internet access for students to view the virtual tour
Learner
None
Introduction
MI
Introduction (LSI Quadrant I):
ASK: Have you ever been inside a book bindery? What kinds of activities do you
think occur in a book bindery?
[Some students may have experiences to share. Allow time for a brief
discussion.]
ASK: Would you like to take a virtual tour?
SAY: Today we are going on a virtual field trip, but let’s first talk a bit about some of
the things we will see once we leave the classroom.
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Define the major functions of a bindery
A. Cutting
B. Folding
C. Stitching
D. Gluing
E. Preparing
F. Packaging
Note: Use slide presentation
to cover main ideas. These
are a few of the major tasks
that are done within the
bindery or as some call it the
“finishing” department.
II. Describe the operating differences between
small shop binderies and large book binderies.
A. Large automated shops: cutting, folding,
binding, and packing are one continuous
process.
B. Smaller shops: each of these is a separate
process where workers do the tasks one at a
time.
Discuss differences in shops
and ask students to share
experiences if they have ever
visited printing shops that do
binding “in house.”
AAVTC: Print and Imaging Technology: Bindery Tasks
Copyright © Texas Education Agency, 2013. All rights reserved.
2
III. Compare and contrast bindery processes for
various media
A. Leaflets and newspaper inserts need only to
be folded and bundled
B. Magazines must be cut, stapled and then
prepared for mailing
C. Hardback books require a multi-step process
1. Pages have to be printed on large flat
sheets that are folded into “signatures”
2. Binding machines stitch or glue the
assembled signatures together
3. Book bodies are then shaped with
presses and trimming machines
4. Covers are created separately and then
glued, pasted or stitched onto the book
bodies
IV. Identify skills required to work in a bindery
A. Reading work orders
B. Installing bindery machine devices, such as
knives, guides and clamps
C. Setting machine controls
D. Mounting rolls or reels of wire, cloth, paper
or other material onto machine spindles and
filling paper feeders
E. Making trial runs to verify accuracy of
machine setup
F. Monitoring machine operations to detect
malfunctions and making required
adjustments
G. Examining product samples for defects
H. Cleaning and oiling machinery parts and
making minor repairs
I. Record keeping
Ask: Which media do you
think requires more effort to
finish: flyers, magazines, or
books? Why?
Discuss the different bindery
requirements for various
types of projects.
Ask: Many of these skills
seem simple or unrelated to
bindery. Why do you think
these skills are important in
bindery work?
Application
MI
Guided Practice (LSI Quadrant III):
Take students on a virtual tour of a bookbindery:
http://web.uflib.ufl.edu/preserve/binding/VirtualTour/index-new.htm
Have students take notes of observations so they can contribute to the class
discussion.
Discuss observations from the virtual tour. The teacher should set up various
stations around the lab; each station should include a different piece of bindery
equipment shown in the virtual tour. The teacher will demonstrate how to use
bindery equipment found in the lab and call on students at random to repeat the
demonstration while the rest of the class observes and helps guide the
AAVTC: Print and Imaging Technology: Bindery Tasks
Copyright © Texas Education Agency, 2013. All rights reserved.
3
demonstration. Students should take notes during demonstration so they can
practice independently in small groups.
MI
Independent Practice (LSI Quadrant III):
Divide students into small groups and allow them to rotate through each station
practicing with each piece of equipment with a focus on mastery. The teacher will
monitor practice and provide redirection as needed.
Summary
MI
Review (LSI Quadrants I and IV):
Have students create questions based on the lesson, collect all questions, divide
students into small groups, redistribute questions, and have small groups work
together to answer them.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Teacher will monitor student progress during independent practice/application and
provide independent reteach/redirection as needed.
MI
Formal Assessment (LSI Quadrant III, IV):
Students will select one piece of bindery equipment found in the lab and
demonstrate its proper use to the instructor. Students will also describe how the
particular piece of equipment relates to other types of bindery equipment found in
the lab or the virtual tour. The bindery equipment demonstration will be graded with
the lesson rubric.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Students who have successfully mastered the concepts associated with the lesson
may assist other students as peer tutors.
AAVTC: Print and Imaging Technology: Bindery Tasks
Copyright © Texas Education Agency, 2013. All rights reserved.
4
BINDERY TASKS RUBRIC
Criteria
Informational
Understanding
(33 points)
Skill
Demonstration
(33 points)
Discussion
Participation
(33 points)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
28-33 points
18-27 points
1-17 points
0 points
Student
understood full
range of
differences in
bindery tasks for
various media.
Understood a few
of the differences
in major bindery
tasks, but did not
grasp subtle
differences.
Did not seem to
understand the
differences in
bindery tasks
required for
various media.
No attempt was
made to
understand the
information.
28-33points
18-27 points
1-17 points
0 points
Excellent grasp
of demonstrated
skill.
Moderate grasp
of demonstrated
skill.
Poor grasp of
demonstrated
skill.
No grasp of
demonstrated
skill.
28-33 points
18-27 points
1-17 points
0 points
The student had
a great deal to
say about what
was learned in
the tour.
The student did
participate in the
discussion, but
comments were
not insightful
enough for full
credit.
The student
minimally
participated.
Student did not
participate.
TOTAL
POINTS:
AAVTC: Print and Imaging Technology: Bindery Tasks
Copyright © Texas Education Agency, 2013. All rights reserved.
5
Points