21st Century Instructional Guide for Career Technical Education
Fundamentals of Graphic Communications
Arts and Humanities Cluster
Graphic Communications Concentration
Title:
Fundamentals of Graphic Communications (WEVIS 1835)
Standard Number:
AH.S.FGC.1
Career Exploration
Students will:
 explore the various careers related to graphic communications.
 demonstrate appropriate job-seeking and job-keeping skills.
 utilize appropriate sources of information about careers.
How will knowledge about the graphic communications industry help me to succeed in this
field?
Students will
Learning Plan & Notes to Instructor:
articulate the variety of careers related to
Graphic communications affects our daily life. Define
graphic communications and production.
the role of graphics in the free enterprise system.
Essential
Questions:
Objectives:
AH.O.FGC.1.1
Describe printing’s ranking among other manufacturing
industries, include number of people hired and dollar
amount of production.
Describe the major printing processes including
flexography, gravure, lithography, screen printing, and
digital.
Identify major occupations in the graphic arts industry.
Describe the basic training needed for prepress copy
writer, digital content creator, photographer, designer,
press operator, bindery, sales/customer service, and
management.
Identify basic salary expectation ranges in local and
national markets.
1
Use an online job search engine to explore jobs in
graphic communications.
Identify print markets and types of print businesses and
major companies that employ people with graphic
communications skills. Include commercial printers; inplant printers; book printers; packaging, label & wrapper
printers; catalogs & directories printers; direct mail
printers; business forms printers; financial & legal
printers; inserts & coupon printers; magazine &
periodical printers; trade binderies, and pre-press
services.
Observe a commercial printing operation and identify
production departments.
Sample assessment questions include:
1. Prepress activities include all of the following except:
A. layout
B. typesetting
C. folding
D. platemaking
2. Describe three major printing processes.
Offset lithography, gravure, flexography, screen
printing, and digital.
AH.O.FGC.1.2
demonstrate appropriate job seeking and
keeping skills.
List desirable work ethics or required for industry
employment.
Examine want ads.
Create a personal resume that includes three
references.
2
Create a cover letter to obtain a job in the graphic
communications industry.
Examine and complete an employment application form.
Practice job interview skills and the role of appearance
in the job interview process.
Complete a telephone interview for a printing job.
Write a follow-up letter to telephone interview.
Justify the reasons for making a follow-up call to a
telephone interview.
Evaluate an employment benefits package.
Compare job opportunities in the graphic
communication industry. Include wages, benefits, and
job responsibilities.
Sample assessment questions include:
Which of the following would not be considered an
employment benefit:
A.
health insurance
B.
paid vacation
C.
retirement plan
D.
withholding tax
Identify three important items to remember when writing
a resume.
 personal information
Remember that an employer cannot ask age,
gender, religious preference, race, or sexual
3
AH.O.FGC.1.3
locate sources of information about careers
in graphic communications.
preference.
 education,
 work experience
 cocurricular and extracurricular activities
 specialized training
 certifications
Utilize a variety of sources to locate job listings in the
field of graphic communications. Examples include the
Internet, associations, trade magazines, newspapers,
agencies,
Sample assessment questions include:
Which of the following is not a major source of
information on the local job market:
 Newspaper
 Internet
 Trade magazine
 Word of mouth
Standard Number
AH.S.FGC.2
Essential
Questions:
Objectives:
AH.O.FGC.2.1
Environmental Health and Safety
Students will practice proper safe work habits in and around the lab.
Who is responsible for safety in the workplace?
Students will
demonstrate job-related safety precautions
and procedures regarding use of materials
and equipment in the graphic
communications lab.
Learning Plan & Notes to Instructor:
Describe proper location and use of fire safety
equipment in the facility.
List the steps to be taken in case of injury in the lab.
Identify location(s) of first aid kit(s), eye wash station(s),
and panic button(s).
Describe protective safety equipment and its use.
Include gloves, goggles, and ear plugs.
Describe appropriate safety procedures to follow when
4
operating equipment.
Describe approved shop dress code for safe operation
including necessary personal safety equipment.
Pass a general lab safety test with a score of 100% or
above.
AH.O.FGC.2.2
assess proper precautions for handling
toxic or flammable chemicals.
Identify the safety color code.
List safety rules involving toxic and/or flammable liquids.
Read and interpret Material Safety Data Sheets
(MSDS).
Identify and use OSHA approved methods to dispose of
waste materials.
Read, interpret and follow instructions on warning
labels.
Standard Number:
AH.S.FGC.3
Essential
Questions:
Objectives:
AH.O.FGC.3.1
AH.O.FGC.3.2
AH.O.FGC.3.3
AH.O.FGC.3.4
Equipment and Materials
Students will:
 describe various pieces of graphic communications equipment, tools, and software.
 select the correct equipment, tool, or software application to complete a job.
How will knowledge of equipment, tools, and software make me more proficient in the graphic
communications industry?
Students will
Learning Plan & Notes to Instructor:
compare a variety of major graphic
Include presses, bindery, scanners, cameras,
communications equipment.
computers, printers and imagesetters.
utilize basic tools used in the graphic
Include hand tools, pin register, line gauges,
communications lab.
proportional scales and densitometers.
differentiate among types of graphic
Include page layout software, graphic content creation
communications software applications.
software, photo manipulation, drawing and word
processing.
select the correct equipment, tool, or
Provide a variety of activities for students to explore the
software application to complete a job.
selection of correct equipment, tools and software
application.
5
Standard Number:
AH.S.FGC.4
Essential
Questions:
Objectives:
AH.O.FGC.4.1
Legal and Ethical Issues
Students will:
 differentiate between copyright violations and fair use.
 differentiate between copyrights and trademarks.
 discuss the ethical considerations concerning plagiarism.
How do copyrights protect the creators of original content?
Students will
differentiate among counterfeiting,
copyright, and fair use laws.
Learning Plan & Notes to Instructor:
Recall original author copyright lasts a lifetime plus 70
years.
Examine the size, color, and number of side limits for
currency reproduction.
AH.O.FGC.4.2
correlate the elements of a copyright
notice.
AH.O.FGC.4.3
assess the purpose of registered
trademarks.
AH.O.FGC.4.4
AH.O.FGC.4.5
Explore limits on student use of materials.
Include date, name of the copyright holder, copyright
symbol (©), the word “copyright”, and the abbreviation of
the word “copyright” which is “copr.”
Trademarks are registered logos.
distinguish between items that may and
may not be copyrighted.
Registered trademarks are good forever as long as the
mark is continuously used.
Items that can be copyrighted include original works or
authorship fixed in any tangible medium such as books,
literary works, musical compositions, artworks,
choreographic works, photographs, films, and videos.
research procedures for obtaining
permission to reproduce copyrighted
materials.
Items that cannot be copyrighted include names, titles,
tape measures, rulers, sports schedules, ingredients in
a recipe, and slogans.
Include
 identify the copyright owner(s).
 contact the copyright owner(s).
 secure permission.
 keep a detailed record of your quest for obtaining
6
AH.O.FGC.4.6
illustrate why plagiarism is illegal and/or
unethical.
permission.
 determine how to deal with “dead end” quests.
 visit http://www.copyright.iupui.edu/permsec.htm#three1
for more details.
What constitutes intellectual/artistic property?
The term "intellectual property" is an umbrella term,
which encompasses the bundle of rights arising from
intellectual creations such as creative and artistic works,
inventions, marks, and proprietary information. As a
general rule, intellectual property is considered to
include four categories of intellectual creations:
Copyrights Patents, Trademarks, and Trade secrets.
Visit http://intellectual-property.lawyers.com/ask-alawyer/What-Constitutes-%22Intellectual-Property%226210.html for more details.
According to Wikipedia, plagiarism is the unauthorized
use or close imitation of the language and thoughts of
another author and the representation of them as one's
own original work Within academia, plagiarism by
students, professors, or researchers is considered
academic dishonesty or academic fraud and offenders are
subject to academic censure. In journalism, plagiarism is
considered a breach of journalistic ethics, and reporters
caught plagiarizing typically face disciplinary measures
ranging from suspension to termination.
According to Wikipedia, plagiarism is different from
copyright infringement. While both terms may apply to a
particular act, they emphasize different aspects of the
transgression. Copyright infringement is a violation of
the rights of the copyright holder, when material is used
7
without the copyright holder's consent. On the other
hand, plagiarism is concerned with the unearned
increment to the plagiarizing author's reputation that is
achieved through false claims of authorship.
Standard Number
AH.S.FGC.5
Essential
Questions:
Objectives:
AH.O.FGC.5.1
AH.O.FGC.5.2
Standard Number
AH.S.FGC.6
Essential
Questions:
Objectives:
AH.O.FGC.6.1
Design Elements and Principles
Students will describe appropriate design elements and principles.
How does the proper use of design elements and principles affect my ability to communicate
visually?
Students will
Learning Plan & Notes to Instructor:
incorporate basic design elements when
Explore color, mass, line, shape, and texture.
developing projects.
incorporate basic design principles when
Explore unity, contrast, balance, rhythm, and proportion.
developing projects.
Job Planning and Production
Students will:
 determine the requirements for a specific project.
 develop and refine project concepts.
 complete a project to customer specifications.
How does planning optimize work flow?
Students will
complete a job ticket.
Learning Plan & Notes to Instructor:
A typical job ticket includes
 customer name
 project type
 due date
 size
 color
 quantity
 bindery information
 materials
 specifications
 shipping/delivery
 time limit (audio/video/multimedia)
 file format
 record keeping
8
AH.O.FGC.6.2
establish a timeline/work-flow for a project.
AH.O.FGC.6.3
analyze the elements of page composition.
AH.O.FGC.6.4
produce thumbnail sketches.
AH.O.FGC.6.5
apply an appropriate scale during the
design composition process.
apply a variety of font styles and typefaces.
AH.O.FGC.6.6
AH.O.FGC.6.7
incorporate artwork and screen tints.
AH.O.FGC.6.8
use a variety of appropriate tools for
composition.
develop roughs.
develop a project using appropriate layout,
type, and artwork/digital content.
AH.O.FGC.6.9
AH.O.FGC.6.10
Standard Number
AH.S.FGC.7
Essential
Questions:
Objectives:
AH.O.FGC.7.1
 cost estimate
Consider due date, complexity, assets, materials ,
ordering, outsourcing and “fudge” factor.
Elements apply to both paper and digital composition
 headline
 subhead
 copy-block
 illustrations/photos
 white space (margins/gutters)
A thumbnail is small drawing on paper used to explore
multiple ideas quickly.
Explore inch, point, pica, and pixel.
Font styles include italic, bold, underline, etc.
Typefaces refer to Roman, decorative, novelty, gothic,
square serif, sans serif, cursive, script, etc.
Artwork includes both hand and digitally created
images.
Software tools include the type tool, object editor, shape
tools, etc.
Full-size drawings of a project idea
Sample projects include
 three-panel brochure
 CD cover
 retail package
 magazine covers
 advertising
 digital presentations
Measurement and Math
Students will solve math problems encountered in the graphic communications industry.
Students will
measure linear dimensions for printing
Learning Plan & Notes to Instructor:
Provide opportunities for students to measure linear
9
materials in inches and fractions of inches.
AH.O.FGC.7.2
AH.O.FGC.7.3
AH.O.FGC.7.4
AH.O.FGC.7.5
measure type in points and line length in
picas.
determine the resolution of a scanned or
digital image.
measure original images for reduction and
enlargement using various methods to
determine the percentage for final
reproduction.
calculate ratios for mixing chemicals.
dimensions for printing materials in inches and fractions
of inches.
Provide opportunities for students to measure type in
points and line length in picas.
Discuss screen resolutions vs. output resolutions
Provide opportunities for students to measure original
images for reduction and enlargement using various
methods to determine the percentage for final
reproduction.
Provide opportunities for students to calculate ratios for
mixing chemicals.
Provide activities to include
 converting inches to points, picas, and pixels
 reducing fractions
 paper cutting
 estimation
AH.O.FGC.7.6
apply basic mathematical principles to
solve common problems encountered in
graphic communications.
Standard Number:
AH.S.FGC.8
Essential
Questions:
Objectives:
AH.O.FGC.8.1
Student Organization Participation
Students will participate in a local student organization.
How can a student organization make me better prepared to work in a global society?
Students will
Learning Plan & Notes to Instructor:
examine the purposes and goals of student Encourage formation of a school chapter in local student
organizations.
organization such as SkillsUSA and/or TSA.
AH.O.FGC.8.2
demonstrate leadership skills through
Encourage membership in local student organization
participation in student organization
such as SkillsUSA and/or TSA.
activities such as meetings, programs,
projects, and competitions.
AH.O.FGC.8.3
discover the benefits and responsibilities of Encourage attendance and competition at local, state,
participation in student, professional, and
and national SkillsUSA and/or TSA conferences.
civic organizations as an adult.
You may add your comments for 21st Century Skills at Google.docs. Invitation sent 8/24/08.
21st Century Skills
Learning Skills & Technology Tools
Teaching Strategies
Evidence of Success
Culminating Activity
Information and
21C.O.9Student recognizes
10
Communication
Skills:
12.1.LS1
21C.O.912.1.LS2
21C.O.912.1.LS3
21C.O.912.1.TT1
information needed for
problem solving, can
efficiently browse, search and
navigate online to access
relevant information,
evaluates information based
on credibility, social,
economic, political and/or
ethical issues, and presents
findings clearly and
persuasively using a range of
technology tools and media.
Student analyzes and
interprets visuals and
recognizes the impact digital
media influences (e.g. design,
technique, and rate of speed)
have on audiences. The
student’s visual products
reflect a sophisticated
understanding of subject,
digital media and design
techniques.
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety
of oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
Student makes informed
choices among available
advanced technology
11
21C.O.912.1.TT2
21C.O.912.1.TT3
21C.O.912.1.TT4
systems, resources and
services (e.g., global
positioning software, graphing
calculators, personal digital
assistants, web casting,
online collaboration tools) for
completing curriculum
assignments and projects and
for managing and
communicating
personal/professional
information.
Student routinely applies
Students will utilize computer Completed assignments
keyboarding skills,
software on a routine basis
keyboarding shortcut
to complete assignments.
techniques, and mouse skills
with facility, speed and
accuracy.
Student uses advanced
utilities (e.g., zipping or
compressing files, file level
anti-virus scans), converts
files to different formats (e.g.,
.doc, .xls, .mdb, .htm, .pdf)
and saves finished products
to multiple media sources
(e.g., CDRW, DVDR, USB
drives, shared folders, webbased file storage).
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic
documents and other files to
collaborate for the creation of
electronic products that
12
21C.O.912.1.TT5
21C.O.912.1.TT6
21C.O.912.1.TT7
21C.O.912.1.TT8
inform multiple audiences
both inside and outside the
school environment.
Student uses advanced
features of word processing
software (e.g., outline, table
of contents, index feature,
draw tool, headers and
footers, track changes,
macros, hyperlinks to other
file formats, etc.).
Student uses advanced
features and utilities of
spreadsheet software, (e.g.,
formulas, filters, pivot tables,
pivot charts, macros,
conditional formatting), to
perform calculations and to
organize, analyze and report
data.
Student uses advanced
features and utilities of
presentation software (e.g.,
slide transitions, master
slides, narrations and timings,
creating web-enabled
presentations, creating a nonlinear presentation) to
communicate ideas to
multiple audiences.
Student uses advanced
features and utilities of
database software (e.g., to
create tables, forms, perform
table relationships, advanced
queries, and simple reports)
13
21C.O.912.1.TT9
21C.O.912.1.TT10
21C.O.912.1.TT10
21C.O.912.1.TT11
to test hypotheses or
research questions and to
report results.
Student uses advanced
telecommunication tools (e.g.,
email, video conferencing,
interactive websites,
newsgroups, video phones,
chats) to create collaborative
projects that are relevant to
real world situations and
contribute to the
communication process
among various groups.
Student implements various
Internet search techniques
(e.g., Boolean searches,
meta-searches, web bots) to
gather information; student
evaluates the information for
validity, appropriateness,
content, bias, currency, and
usefulness.
Student implements various
Internet search techniques
(e.g., Boolean searches,
meta-searches, web bots) to
gather information; student
evaluates the information for
validity, appropriateness,
content, bias, currency, and
usefulness.
Student imports and exports
multiple data formats and
integrates to multiple
productivity programs (e.g.,
14
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
21C.O.912.2.LS2
21C.O.912.2.LS4
21C.O.912.2.TT1
exports comma delimited
files, standard data formats)
and understands
transferability of data among
different programs.
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex
criteria.
Student draws conclusions
from a variety of data sources
to analyze and interpret
systems.
Student visualizes the
connection between
seemingly unrelated ideas
and independently produces
solutions that are fresh,
unique, original and well
developed. Student shows
capacity for originality,
concentration, commitment to
completion, and persistence
to develop unique and cogent
products.
Student knows how to find
information necessary to
solve advanced problems
related to hardware, software,
networks, and connections
(e.g., by accessing online
help, Internet searches,
technical documentation,
system utilities, and
communication with technical
15
21C.O.912.2.TT2
21C.O.912.2.TT3
21C.O.912.2.TT4
experts).
Student collaborates with
peers, experts, and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
Student uses multiple
electronic sources of
information and multiple
technology tools and resource
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld
devices, other emerging
technologies, simulations,
models, browsers, word
processing, authoring tools,
spreadsheets, databases) to
collaborate with others, to
formulate a hypothesis, to
solve problems, make
decisions, and present and
justify the solutions.
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
solution.
16
Personal and
Workplace Skills:
21C.O.912.3.LS1
21C.O.912.3.LS2
21C.O.912.3.LS3
21C.O.912.3.LS4
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
Student independently
considers multiple
perspectives and can
represent a problem in more
than one way, quickly and
calmly changes focus and
goals as the situation
requires, and actively seeks
innovations (e.g. technology)
that will enhance his/her
work.
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using
what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
Student demonstrates ethical
behavior and works
responsibly and
collaboratively with others in
the context of the school and
the larger community, and
17
21C.O.912.3.LS5
21C.O.912.3.LS6
21C.O.912.3.TT1
he/she demonstrates civic
responsibility through
engagement in public
discourse and participation in
service learning.
Student exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
achieving the goal. He/she
helps others stay focused,
distributes tasks and
responsibilities effectively,
and monitors group progress
toward the goal without
undermining the efforts of
others.
Student maintains a strong
focus on the larger project
goal and frames appropriate
questions and planning
processes around goal. Prior
to beginning work, student
reflects upon possible
courses of action and their
likely consequences; sets
objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on
the project, student adjusts
time and resources to allow
for completion of a quality
product.
Student protects software,
hardware and network
Students will participate in
SkillsUSA or TSA and
become a chapter or state
officer or serve as
chairpersons of committees.
Students will work
cooperatively in the
classroom taking leadership
roles.
SkillsUSA or TSA
meeting minutes
Class work
18
21C.O.912.3.TT2
21C.O.912.3.TT3
21C.O.912.3.TT4
resources from viruses,
vandalism, and unauthorized
use and employs proper
techniques to access, use
and shut down technology
equipment.
Student works collaboratively
to acquire information from
electronic resources,
conducts online research, and
evaluates information as to
validity, appropriateness,
usefulness,
comprehensiveness and bias.
Student evaluates current
trends in information
technology, discusses the
potential social, ethical,
political, and economic impact
of these technologies, and
analyzes the advantages and
disadvantages of widespread
use and reliance on
technology in the workplace
and society.
Student adheres to
Students will sign and
acceptable use policy and
adhere to a school-wide
displays ethical behaviors
acceptable use policy.
related to acceptable use of
information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism); student predicts
the possible cost and effects
of unethical use of technology
Ethical use of technology
19
21C.O.912.3.TT5
21C.O.912.3.TT6
21C.O.912.3.TT7
(e.g., consumer fraud,
intrusion, spamming, virus
settling, hacking) on culture
and society; student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of
copyrighted materials in
papers, projects and multimedia presentations. Student
advocates for legal and
ethical behaviors among
peers, family, and community
regarding the use of
technology and information.
Student evaluates and
applies technology tools for
research, information
analysis, problem-solving,
content learning, decision
making, and lifelong learning.
Student protects his/her
identity online and in email
and/or websites, limits the
distribution of personal
information/pictures, and
evaluates the authenticity of
Students will sign and
adhere to a school-wide
acceptable use policy.
Ethical use of technology
20
emails that solicit personal
information. Student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
21C.O.9Student uses technology to
12.3.TT8
seek strategies and
information to address limits
in their own knowledge.
Learning Skills & Technology Tools
Entrepreneurial
Skills:
Culminating
Assessment:
Student understands the
personal traits/behaviors
associated with successful
entrepreneurial performance.
Teaching Strategies
Culminating Activity
Students take available online quizzes to learn their
entrepreneurial aptitudes
such as:
http://www.bizmove.com/oth
er/quiz.htm
Evidence of Success
Results from self-quizzes
Student understands
Students will utilize computer Completed assignments
concepts and procedures
software and hardware to
needed for basic computer
complete assignments.
operations.
Student understands
Students will interview
Interviews/reports
concepts and strategies
individuals in the graphics
needed for career exploration, industry to learn how their
development and growth.
career paths developed.
Culminating Assessment:
End of Concentration Performance Evaluation
Students will participate in TSA’s competitive events: Promotional Graphics, Desktop Design,
Leadership Development Contests: Career Comparisons, Written and Oral Chapter Team,
Extemporaneous Presentation, and Prepared Presentation
21
Links and Other
Resources:
Students will participate in SkillsUSA’s competitive events: Graphic Communications, Leadership
Development Contests: Action Skills, American Spirit, Chapter Business Procedure, Chapter Display,
Community Service, Extemporaneous Speaking, Job Interview, Job skill Demonstration A, Job Skill
Demonstration B, Occupational Health and Safety, Opening and Closing Ceremonies, Outstanding
Chapter, Prepared Speech, Promotional Bulletin Board, and Quiz Bowl
Links and Other Resources
Related Websites:
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
22
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts:
Contacts
CTE Teachers: See CTE Directory
Cluster Coordinator: Kathy Gillman, kgillman@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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